Luke, Jessica JScharon, Catherine2016-07-142016-07-142016-07-142016-06Scharon_washington_0250O_16112.pdfhttp://hdl.handle.net/1773/36374Thesis (Master's)--University of Washington, 2016-06While museum schools have proliferated over the past quarter century, little research has examined the outcomes of these formal-informal partnerships. This study investigated the long- term impacts of a museum school experience on alumni of Raisbeck Aviation High School and the Museum of Flight (Seattle) and Science Leadership Academy and The Franklin Institute (Philadelphia) using science identity as a theoretical lens. In retrospective interviews, alumni reported having and enacting a science identity and attributed several important indicators to memorable experiences at the museums. Participants placed particular value on the museums’ tangible learning experiences, real-world connections, and access to professional networks. These results support the learning value of intensive museum school partnerships and suggest potential directions for future research.application/pdfen-USinformal science educationmuseumsmuseum-school partnershipsmuseum schoolsproject-based learningscience identityMuseum studiesScience educationEducational psychologymuseologyThesis