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1.
Our study compared the learning and motivational outcome of one educational approach in two different learning environments, a natural science museum and a classroom, drawing on studies about the effects of field trips on students’ learning and motivation. The educational intervention consisted of an introduction phase in the classroom and subsequent learning at workstations, either in the museum or the classroom. 190 secondary school students participated in the quasi-experimental design. We assessed knowledge and understanding by using a pre-, post- and retention-test design, and applied subscales of the ‘Intrinsic Motivation Inventory’ to consider motivational aspects. Students of the museum-group learnt more compared to the classroom-group, whereas motivation differed only in one subscale of the motivation test, with higher scores for the museum-group. Results are discussed in terms of the overall added value of field trips for school curricula. 相似文献
2.
Univ.-Prof. Dr. Doris Lewalter Dr. Claudia Geyer 《Zeitschrift für Erziehungswissenschaft》2009,12(1):28-44
Museums are very popular for school excursions. One of their most important aims is to foster the visitors’ interest for the presented topics. Especially with regard to natural science, it is important to question to what extent this learning environment can indeed foster students’ learning motivation. The research presented here is based on the concept of situational interest. In two studies, the goals and the design of school museum visits as well as the impact of the design, the perceived support of basic needs, and the perceived content relevance for students’ situational interest were investigated. For this purpose a postal survey of 227 teachers of natural science was conducted on their goals and design of school visits to museums. Furthermore, 344 pupils of grades 7 and 8 (14 classes) were surveyed in a written questionnaire regarding their situational interest during the visit and on aspects of the design of the visit. The results show the high relevance of motivational aspects for the use of museums as learning environments. 相似文献
3.
Schools may be places of learning, but a great deal of learning occurs outside of school. A growing body of literature investigates how school field trips allow rural students to make real-life connections with their school curriculum. This paper contributes to that area of research by describing how students from five middle schools in the United States responded to a travelling museum exhibition hosted at a non-museum site. The authors explore the impact of the exhibition on students from poor, rural backgrounds, discussing how it helped them to engage with themes such as freedom of expression, democracy, citizenship and Holocaust education. The results show that, by connecting curricular content with real-life situations, field trips such as this have the potential to change not only students’ understanding of the curriculum, but also their teachers’ estimation of their abilities. 相似文献
4.
This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers’ and field trip guides’ views of the teacher’s role, the teacher’s actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and guides, and administered questionnaires. We found different levels of teacher involvement, ranging from mainly supervising and giving technical help, to high involvement especially in the cognitive domain and sometimes in the social domain. Analysis of students’ self-reported outcomes showed that the more students believe their teachers are involved, the higher the self-reported learning outcomes. 相似文献
5.
James F. Kisiel 《Journal of Science Teacher Education》2007,18(1):29-43
Preservice and inservice teachers were asked to examine 2 considerably different museum-based worksheets and to choose which,
if any, they might use if they were conducting a science field trip for upper elementary or middle school students. The more
detailed, survey-oriented worksheet was chosen more frequently than the open-ended, concept-oriented worksheet. Although different
rationales were given for these preferences, findings suggest that teaching experience was not strongly related to worksheet
choice. Furthermore, while particular worksheet characteristics were valued by some teachers, others perceived these same
characteristics as a drawback. The study suggests that teacher perspectives toward museum visits are quite complex and that
these viewpoints must be taken into account when looking to improve learning experiences during school field trips. 相似文献
6.
David R. Stronck 《科学教学研究杂志》1983,20(4):283-290
Various studies contradict each other on the value of field trips and museum visits to improve learning and attitudes. This study concluded that students of grades, 5, 6, and 7 had significantly greater cognitive learning when they participated in a more structured tour, i.e., one led by a museum docent. Students of grades 5, 6, and 7, however, had significantly more positive attitudes when they participated in the less structured tour, i.e., one guided only by their classroom teacher. The study involved 816 students in 31 tours of the Natural History Gallery of the British Columbia Provincial Museum in Victoria. 相似文献
7.
网上学习最重要的是网上教材。网上教材包括利用各种工具和信息资源，达到让学生进行多维学习的目标。电大开放教育的对象是成人，成人学习的特征是自我导向学习。充分利用大学语网上教材，通过电子邮件、在线讨论、数据库查找等方式进行网上学习，是电大成人学员学习该课程的捷径。 相似文献
8.
Teachers’ sources of knowledge for field trip practices 总被引：1，自引：0，他引：1
Bryan M. Rebar 《Learning Environments Research》2012,15(1):81-102
Teachers draw from many personal and professional experiences when organising and leading field trips. In order to identify the influences on teachers?? field trip practices, I used surveys, interviews, artifacts and observations gathered from teachers who led trips to an aquarium. Findings clarified the types of influence and the impact that these influences had on practice. For example, teachers adapted knowledge acquired for use in their field trips from four types of training (1) informal mentoring, (2) past experience on various trips, (3) various outdoor education training and (4) traditional classroom education training. A focus was the nature of each of these training types and how teachers acquire and adapt their knowledge. Previous research has shown that, while a variety of cognitive and affective outcomes often results from field trips, there is also a pattern of underutilised resources and missed learning opportunities during trips. This study offers insight regarding strengths and weaknesses of teachers?? preparation for leading field trips by documenting how and what skills are learned and applied. Therefore the findings presented here are suggestive of ways in which efforts to formally support and enhance teachers?? trip-leading skills by means of professional development might build on teachers?? existing sources of knowledge. 相似文献
9.
Orly Morag 《International Journal of Science Education》2013,35(5):745-777
The development and application of a framework that captures main characteristics of learning in nature—the Field Trip in Natural Environments (FiNE) framework—is the main outcome of this study that followed up 22 daily field trips of 4–6th grade students to nature parks. The theoretical and practical framework, which was developed based on the research literature and the data collected, allows systematic analysis of various phases of the field trip: preparation, pedagogy, activity and outcomes. The FiNE framework incorporates multiple views of the researchers and participants and examines the pedagogy employed and the outcomes as reported by the participating students. The employment of the framework indicates limited preparation and the use of traditional pedagogies and highlights the importance of social interactions and physical and learning activity. The FiNE framework provides researchers with a plausible scheme to assess various components of field trips to nature and to elucidate possible outcomes of such experiences. 相似文献
10.
The purpose of this study was to assess the potential of multimedia authoring, as a learning tool, using the software ASTOUND. The subjects in this study were 32 students in two Grade 12 classes. The context of the study was a multi‐disciplinary environmental unit about earthquakes. Students were provided with basic background about earthquakes via laboratory experiments and field trips. At a later stage, the students did in‐depth independent projects on selected topics related to earthquakes. Once completed, the students presented their projects using the multimedia software ASTOUND . The research consisted of the following stages: a pre‐development phase; curriculum design phase; implementation and evaluation. The research tools included: questionnaires, interviews, observations, concept mapping, and an analysis of the multimedia presentations. The findings showed that an integration of laboratory exercises, field trips, and an independent study project, could lead to meaningful learning. However, although most of the students enjoyed using the multimedia program, there was no evidence to support the assumption that it contributed to knowledge acquisition. In fact, much of the time invested in multimedia authoring was devoted to producing decorative effects, reducing the time available for meaningful learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1121–1153, 2000 相似文献
11.
Molly George Helen Lim Schannae Lucas Robert Meadows 《Journal of Criminal Justice Education》2015,26(4):471-492
This article highlights the efforts of colleagues in a criminal justice department to offer experiential learning opportunities (ELOs) to undergraduate students. Operating within the framework of a liberal arts curriculum, we provide criminal justice majors with a range of opportunities that fall under the general rubric of “experiential learning”, including the following: internships, field trips, service-learning, and research projects. Our goal was to combine the academic rigors of traditional, classroom-based learning with exposure to hands-on, real-world, subject-based knowledge. We explain the multistage framework that is used to tie all of our ELOs together across the curriculum. Results from a senior and alumni survey indicate that experiential learning offers significant academic and professional benefits for students. 相似文献
12.
Although zoos envision themselves as environmental education institutions and governmental policies require that students become environmentally responsible citizens, it is surprising, that little research is done with regard to school field trips to the zoo. Many students are not aware that their everyday life affects marine environments that may enhance through spatially disconnection from marine ecosystems. A zoo field trip may overcome this disconnection. Considering knowledge as prerequisite for environmental attitudes and behavior, our study focused on cognitive learning of high school students at an instructional zoo field trip about marine ecology and conservation, by applying two cooperative learning settings. The study followed a quasi-experimental design, applying multiple-choice pre-post-retention tests. The results show satisfying short- and long-term knowledge achievement. Our cooperative learning settings seems to be a suitable approach for zoo field trips to facilitate a satisfying cognitive outcome concerning marine ecology and conservational issues. 相似文献
13.
Alan Brown 《European Journal of Engineering Education》2018,43(1):26-39
Much learning takes place outside of formal class settings, yet students starting in higher education are not always well equipped with independent learning skills, appropriate self-knowledge or the required levels of intrinsic motivation This project used students as partners to develop resources that could be used by first-year undergraduates in fluid mechanics, using activities and receiving feedback through the virtual learning environment (VLE), in order to build these three attributes of independent learners. While there were significant benefits to the students who developed the resources, the target students saw much lower benefits as a result of poorer than expected engagement. The challenge this research presents is to develop activities that maximise engagement in large classes, as well as develop appropriate independent learning skills. 相似文献
14.
AbstractEnvironmental education (EE) typically occurs in natural settings, which research suggests may enhance learning outcomes. Although field trips are commonly used to teach EE, few studies have isolated the influence of different setting characteristics for enhancing participant outcomes during an EE field trip. According to the literature, certain attributes of the natural setting, including novelty, beauty, and naturalness, as well as how the setting is used such as through place-based education, immersion, and time spent inside vs. outside, are thought to positively impact people’s experiences with nature. In this study, we collected data from 334 EE field trip programs for 5-8th grade students to investigate the influence of these natural setting characteristics on positive learning outcomes. Results suggest that the naturalness and novelty of the setting, the use of place-based education, and spending more time outside vs. inside all positively correlated with more positive student outcomes. The implications of the results for environmental educators are discussed. 相似文献
15.
Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to students, while in the latter the intention is to change and develop student understanding. Much of our research has been conducted in first-year classes of 100 or more students. The paper begins by outlining a model of teaching and learning based upon this research. It then reviews the quantitative research showing the relationship between teachers’ approaches to teaching in large classes and their students’ approaches to learning. Further analyses of previously collected data are used to identify the size of the relationship between teachers’ approaches and their students’ approaches. The paper concludes by discussing how a more conceptual change and student-focused approach can be manifested in large classes. 相似文献
16.
《学习科学杂志》2013,22(1):75-104
Publications from newspapers to research journals are filled with claims about the Internet and its value for education, yet research is just beginning to evaluate uses of these new information resources in the classroom. As part of the University of Michigan Digital Library Project, this research was undertaken as a first step in designing tools for secondary students to access a digital library. The Web offered an initial site for learning how students interact with digital resources and use standard tools. The Web can be seen as a site for student inquiry in science, using it as an information resource that opens the boundaries of the classroom and creates the possibility for students to pursue questions of personal interest. This study looks at students in 6th-grade science classes as they use the Web to carry out an inquiry-based assignment. Their understanding and enactment of their assignment to do research on the Web, their engagement in information seeking, and their use of Web technologies are explored and analyzed. Findings include evidence that students use Web technologies easily but simplistically; that information seeking is a complex and difficult process for these students, who seek to reduce the task to finding an obvious answer or finding a good Web site; and that developing students' understanding of content through use of the Web is a challenge for students and teachers. 相似文献
17.
Gwo-Jen Hwang Shao-Chen Chang Pei-Ying Chen Xiang-Ya Chen 《Educational technology research and development : ETR & D》2018,66(2):451-474
Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in real-world contexts. However, when interacting with such a rich information environment that contains real-world and virtual-world learning resources, students might feel confused and frustrated owing to the lack of appropriate instructional design. Therefore, in this study, an image recognition-based mobile learning system with an active learning-promoting mechanism was developed for supporting field trips for local culture courses. An experiment was executed to examine the effects of the proposed approach on students’ learning achievement, learning motivation, and local culture identity. Moreover, the students’ learning behavioral patterns were probed. The experimental results showed that the proposed approach not only improved the students’ learning achievements as well as their learning motivation and local culture identity, but the students who learned with the proposed approach also demonstrated more active behavioral patterns than those who learned without the active learning-promoting mechanism. Based on the findings of this study, some recommendations for those who plan to develop effective learning strategies for conducting AR-based mobile learning activities are proposed. 相似文献
18.
Although science centres and museums are important educational resources, school trips to these places are not often conducted in a manner that could maximise learning. In addressing this issue, a Framework for Museum Practice (FMP) is proposed, derived from the perspectives of Cultural Historical Activity Theory, theories of intrinsic motivation, and research into conceptual learning. It is hypothesised that this theoretically derived framework, if implemented by museum educators, can potentially lead to the creation of resources for teachers that would enable them to make better use of the learning opportunities afforded by school trips, and to maximise the impact on pupil learning, including their affective experience. This paper also describes how the framework was used to guide the development of resources to be used in conjunction with a science museum trip. The resources were tested by two primary school teachers and their classes, and the data were analysed for evidence of teacher and student behaviour consistent with the design principles in the FMP. Findings lend some empirical support for the FMP and suggest that it may offer a guide for the development of museum‐provided resources, which would have the potential to improve the utilisation by teachers of informal science institutions and, consequently, their impact on pupil learning. 相似文献
19.
光纤传感课程是光学工程科学研究领域的入门课程。在线教育在疫情下凸显了其无可替代的重要性,可以作为本课程的辅助教学组成部分。利用丰富的网络资源和更多的受众群体反馈来弥补传统课堂教学理论教学的不足,可以有效激发学生的学生兴趣,也能让学生更好的掌握所学知识。针对面向国防领域的应用,从教学内容与教学方法两方面进行了详细的教学内容设计,使光纤传感课程的学习更加合理。此外,针对国防教育的特点,课程设计中也加入了相关课程思政内容,让学生们更直观地理解所学内容,激发学生们的爱国热情,能够在投入社会以后更加踏实工作,报效祖国。 相似文献
20.
The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums.
The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes
the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible
cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data
was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence
that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit.
Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented
outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest
oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed
the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types
of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas
for structuring the ultimate experience are included. 相似文献