"A third space" can be unlocked through collaborative efforts between out-of-school organisations (like museums) and schools. By bridging museum and school contexts, blurring boundaries between disciplines and shifting between multiple perspectives on a subject, a "third space," can contribute to meaningful science education. However, resources that support collaboration between museum educators and teachers are required. The educational design of a "third space" between museums and schools can enable "an experience" informed by context-based, interdisciplinary, and value-centred teaching strategies. This study conceptualises and validates the "Alma-Löv-Programme" ("ALP"), a museum resource designed to support students' interdisciplinary, and value-centred learning in a "third space." It applies an art-based teaching strategy that encourages student groups to address science issues depicted by contemporary art. Comparison of the "Alma-Löv-Programme" design guidelines to the design instantiations of the established "Framework for Museum Practice" showed that they are largely consistent. However, noted distinctions indicate several factors that may be important for preparation and exploration of a "third space." The findings can inform the design of activities and programmes by educators in the out-of-school sector.