Context-based, interdisciplinary, and value-centred teaching can potentially turn the common perception of secondaryschool students that science education lacks relevance. Out-of-school contexts, like museums, can support schools with suchteaching approaches. Therefore, a structured partnership between museums and schools is essential. This study describes andanalyses the Alma-Löv-program, a museum resource designed to support students’ interdisciplinary, and value-centredlearning both in- and out-of-school. It applies an art-based teaching strategy that encourages student groups to addresscontemporary science issues depicted by art. We performed a comparative analysis of the Alma-Löv-program designguidelines in relation to the design instantiations of the established Framework for Museum Practice. The results indicate apredominant consistency between both, therefore validating the design and conceptualization of the Alma-Löv-program.However, observed differences suggest several factors that may be important for effective context-based, interdisciplinary,and value-centred teaching. Moreover, the results can have implications for preparation and exploration of the third space,in which museum educators, teachers and students create learning environments that blur boundaries between subjects,institutions, real life, and school.