Discourse content and patterns of science center educators

The aim of this study is to investigate the content and discourse patterns of science center educators with the interaction of student groups as well as their ideas about their roles as a museum educator. A case study was conducted with 4 educators working at a science center located in Istanbul. The discourses of the educators while accompanying student groups through the exhibition setups were observed. Discourses of museum educators were classified as descriptive, explanatory, analytical, and synthesizing according to their content; and as closed, closed to open, and open discourse according to the interaction pattern. Subsequently, individual interviews were conducted with the educators to gather their perspectives on their professional roles and the verbal interactions with students. The findings showed that the educators predominantly used descriptive and explanatory content with closed and closed-to-open discourse patterns. The educators had substantial scientific knowledge about the exhibition setups and could establish verbal communication with student groups using descriptive and explanatory content and mostly using closed discourse pattern, leaving out analytical and synthesizing content in their talks and open discourse. The findings indicated that educators need to develop their educational skills for better discourse with students. Museum educators' perceptions of their professional roles generally involve providing scientific insights to visitors and facilitating their science center experience through scientific explanations. To perform these roles effectively, educators believe they need to have content knowledge, communication skills, and the ability to engage with a wide range of audiences. Additionally, the educators' ideas about student interaction are based on their professional roles. Implications for professional skills and identity development for museum educators are discussed.