ABSTRACT Many museums attempt to connect museum activities to classroom learning goals by creating “before” and “after” suggestions for the classroom teacher. Therefore, when doing out of school activities it is common to organize and plan such activities from a before, during and after perspective. The present study primarily rests on observations of students from a lower secondary school class interacting with learning material developed to a science center on the basis of a framework inspired by flipped learning. Data were obtained from the students when they were preparing the visit to the science center in class, as well as during and after the visit. The aim was to document how the flipped learning setup mediates interactions with the exhibit and learning material, affect students’ visitor mode and connect school and science center. The results show that overall the formal intention behind the learning material correlates with the students observed practice. The results suggest that learning material inspired by the presented flipped learning framework successfully can link science curriculum at school and science centers visits, but not without some point of attention of which the teacher is the most significant.

中文翻译：

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使用翻转学习框架在学校和科学中心之间建立桥梁

摘要 许多博物馆试图通过为课堂教师提出“之前”和“之后”的建议，将博物馆活动与课堂学习目标联系起来。因此，在开展校外活动时，通常会从之前、期间和之后的角度组织和计划此类活动。本研究主要基于对初中班级学生与基于翻转学习启发的框架开发到科学中心的学习材料进行互动的观察。数据是在学生准备在课堂上访问科学中心时以及访问期间和之后从学生那里获得的。目的是记录翻转学习设置如何调解与展览和学习材料的互动，影响学生的访客模式并连接学校和科学中心。结果表明，总体而言，学习材料背后的正式意图与学生观察到的实践相关。结果表明，受所提出的翻转学习框架启发的学习材料可以成功地将学校的科学课程和科学中心的访问联系起来，但并非没有教师最重要的一些关注点。