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1.
Visits to museums and science centres are a part of most school science programs- but are they really learning experiences? By accompanying classes on visits and talking with the teachers and students during and after these visits, information has been gathered on the ways in which school groups currently use visits to two informal science learning settings in Sydney- a science education centre and a large museum. Comparison of the teacher and student behaviours on these visits with current views on good teaching/learning practice, reveals considerable anomalies. At the same time, reported studies of museum visitors suggest that family groups use museums for learning in ways which are quite different from the way most school groups do. Can these apparent mismatches be translated into a pathway for developing new approaches to learning in informal settings?  相似文献   

2.
Natural History Museums, Science Centers, Zoos, and Aquaria contribute considerably to out-of-school science experiences for visitors of all ages and characteristics. With birth rates and school age populations declining, it is likely that people will be looking to these settings for rest, recreation, stimulation, and learning. Science educators can play a leadership role in research, development, and in utilization of these settings to achieve learning and motivational objectives which support, supplement, and extend school science learning. But what is the current “state of the art” in this area? This article reviews relevant past studies, proposes a taxonomy of exhibits in museum settings, and focuses attention on factors which should be considered when studying learning in these settings. In addition, it presents some potentially productive methods of conceptualizing research, and suggests possible future lines of research for the science educator.  相似文献   

3.
Today, science is a major part of Western culture. One advantage of informal learning environments is that they are (potentially) open to a wide range of populations with varying levels of interest and knowledge. Because of their informal nature, documenting learning has proven challenging. Studies that assess learning in museums, therefore, must employ theories of learning that encompass a more complex view of what learning is. This qualitative study was conducted with a population of high-level pedagogical staff from museums in Israel, Europe and the USA. Its purpose was to characterise staff perception of the goals of science museums and how these goals are manifested in the exhibits. Interviews with 17 staff revealed a wide range of goals that come into play in the different science museums. Findings suggest that the pedagogical staff perceive the science museum’s goals as being to change public views regarding science, promote science education, and reduce disparities between populations. According to museum staff, science museums have an important role in changing visitors’ approach towards science, as well as providing an additional source of science education.  相似文献   

4.
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5.
The importance of increasing and widening participation in post-compulsory science and informal science learning (ISL) spaces is widely recognized—particularly for working-class and minority ethnic communities. While there is a growing understanding of the intersection of femininity with class, ethnicity, and science learning across formal and informal settings, there has been little work on how masculinity may shape urban boys’ science (non)participation and (dis)engagement. This article analyzes performances of masculinity enacted by 36 urban, working-class boys (from diverse ethnic backgrounds) during school science museum visits, exploring how these performances relate to science identity and engagement. We identify three main performances of masculinity enacted during the visits (“laddishness,” “muscular intellect,” and “translocational masculinity”), and trace the implications of each for boys’ science engagement. We consider the power implications of these performances, notably the extent to which hegemonic masculinity is normalized within the science museum space, the ways in which this normalization is co-constitutive of the boys’ performances of masculinity, and the implications of the boys’ performances of masculinity for other students (notably girls and less dominant boys). The article concludes with implications for research, policy, and practice regarding how to promote equitable participation and science learning within ISL.  相似文献   

6.

Providing learning environments that are motivating for female students and male students alike is a challenge for science educators. This overview of the research conducted in science museums provides initial insights into informal educational settings that allow female visitors to have experiences which foster development of science interest and learning. The discussion of the influence of gender on learning experiences in informal science environments raises questions and calls for further research and more comprehensive reporting of research results. Findings related to gender‐equitable learning in settings such as science museums would be beneficial and extend the present knowledge base in science education.  相似文献   

7.
Informal science learning has drawn the attention of researchers, educators and museum administrators for a long time. However, the problem of how to better support visitors to be more engaged while visiting exhibits and improve informal science learning performance is still missing. Context-aware technologies have the advantages of fostering learning interest and providing real time feedback. Previous studies have examined the effectiveness of 5E Learning Cycle in science learning. To address the problem, this study aims to develop a mobile label assisted system using the 5E Learning Cycle approach based on iBeacon technology in a science museum. A total of 43 college students participated in this study. Participants from different majors were assigned to two groups in an effort to make the groups relatively equivalent in terms of student majors. One group was the experimental group (mobile label assisted visiting mode, n = 21), and the other one was the control group (traditional visiting mode, n = 22). From the results of learning performance, stay-time, behavioral pattern analysis, and interviews, it was found that the mobile label assisted system can effectively guide visitors to interact with exhibits, conduct thoughtful learning, and prolong the visiting stay-time. Visitors are willing to visit the science museum with it. This was one of the very few studies focusing on the application of iBeacon to design mobile label system in a science museum. It turned out that iBeacon technology has huge potential applications for the future science museum.  相似文献   

8.
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. AdamsEmail:
Jennifer D. Adams   is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran   received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta   is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley   is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY.  相似文献   

9.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors. Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’ pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural and political contexts which shape it. Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia. Her research interests include adults' and children's learning in science and technology and the communication of science in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in science, mathematics and technology, and a statewide program to enhance scientific literacy in the community. Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based science projects.  相似文献   

10.
Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice.  相似文献   

11.
This article describes the authors' work as formative evaluators of a mixed-reality science museum installation, Journey with Sea Creatures. Looking beyond the focal point of the screen to the spatial and temporal surroundings of the exhibit, the authors employed a technique they call retrospective narrative mapping in conjunction with sustained on-site observations, follow-up interviews with museum visitors, and the development of personas to better understand the user experience in multimodal informal learning environments.  相似文献   

12.

The differences which gender may make to pupils’ science learning are being explored by researchers working in formal and non‐formal settings. In out‐of‐classroom research there is a particular reference to behaviour in interactive science centres. This paper explores responses of primary school groups to animal exhibits. Folklore suggests that girls are more likely to be attracted to animals and be interested in biological science. The data obtained from recording, transcribing and analysing the content of conversations of primary school groups at different types of animal exhibits, live animals in a zoo, museum animals and robotic animal models in a natural history museum are presented. Overall there is remarkable similarity in conversational content, but groups with only boy pupils name specimens more whereas groups with girls only make more emotive comments.  相似文献   

13.
This study investigates staff members’ ideas and assumptions about visitors’ learning at science and technology centres. It also aims to explore in what ways their reasoning intersect with existing theories about learning within the field of science and technology centre research. The results of the study reveal that the staff members allude to learning processes differently by distinguishing organized from non‐organized learning, theoretical learning from practical hands‐on learning, and serious from non‐serious learning. According to most of the staff members, these also conclude with different learning outcomes. Further, a majority of the staff members state that they do not have any scientific knowledge about learning despite the fact that they work with the construction of new exhibitions. When discussing visitors’ learning, the staff members instead refer to personal experiences, professional experiences, professional education, and external references. When it comes to how they reason about the natural scientific content, nearly all express that they use references from the natural science community and researchers’ knowledge. The article moreover discusses in what ways a socio‐cultural approach may be used in order to understand how learning arises when visitors interact with exhibits.  相似文献   

14.
Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors’ learning goals can predict their intended deep-learning strategy. Moreover, visitors can be clustered into 4 groups and their cluster identity can also predict the intended learning strategies. The second investigation asked 244 visitors about their actual learning strategies and motivational appraisals (self-efficacy and control beliefs) after visiting. In all, 5 kinds of learning strategies were found: elaborating, help-seeking, effort-making, reorganizing, and surface-learning. These strategies can further predict their motivational appraisals. The characteristics of SRL in the informal learning context were discussed.  相似文献   

15.
目前,对学习的研究大多集中在学校环境,发生在校外的非正式学习尚未获得足够地重视。以科技馆、博物馆等为代表的场馆,既是丰富的教育资源,也是研究非正式学习的理想场所。通过对场馆环境中的学习特点、面临的问题进行分析,尝试从物理环境、展品、活动三个层面探讨场馆中的学习环境设计。  相似文献   

16.
This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants’ mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands‐on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants’ professional identity development as science teachers.  相似文献   

17.
Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.  相似文献   

18.
Research has repeatedly demonstrated how informal learning environments afford science-identity development by fostering a broader array of interactions and recognizing more varied participation modes and roles, as compared to the classroom. Thus, science teachers are encouraged to take students to field trips in informal environments, including science museums. However, the question of whether and how informal environments indeed support science identities also in a schooling context (i.e., in field trips) has not yet been explored. This case study addresses this question by analyzing identity trajectories of three students throughout six school visits to an Israeli science museum. We observed and recorded these students in the museum over the course of 3 years (fourth to sixth grade). We also visited their school and interviewed them after each visit. Drawing on a sociocultural interactional approach to identity, we analyzed 18 hr of video and audio recordings, tracking the participation of the three students across time and contexts, comparing between the students, points in time and settings, including structured (museum lab), semi-structured (riddle-solving activities in exhibition halls), and unstructured settings (free exploration). We employed linguistic ethnographic methods and microanalysis to examine the ways in which the students participated and their positioning by self and others. While we found differences between settings within the museum, overall, the findings show that the museum reproduced the school's interaction, positioning, and roles. The “(non)science person” in school was also the “(non)science person” in the museum, and thus, the museum visits did not appear to shift identity trajectories. These findings challenge the premise that informal environments support the development of science identities also in a schooling context and call for a more critical view of such fieldtrips in terms of their pedagogical and physical design, facilitation approach, and consideration of peers' social interaction.  相似文献   

19.
Zoo visitors go to see animals, but are they there to learn? This mixed-methods study examines visitor learning from both zoos’ and visitors’ perspectives using qualitative and quantitative data. Five hundred and forty zoo visitor interviews from nine case studies provide insight into visitor intentions, which indicate that the majority of visitors (72%) arrive at zoos with a learning agenda. Over 170 zoos across 48 countries also report, via an online questionnaire, that the majority of their visitors come to learn. In contrast, however, 28 face-to-face zoo education staff interviewed at the nine case study sites suggests a different conclusion. The study also indicates that zoos appear to determine visitors’ intentions through a number of methods, but are most heavily reliant on informal measures with only 15% of zoos using both formal and informal processes. Juxtaposing these findings suggests that zoos’ reliance on informal measures of visitor intentions appears to provide them with a less than accurate picture of their visitors’ learning agendas.  相似文献   

20.
In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free‐choice learning environments on the conservation‐related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation‐related training – both formal, in‐class experiences, as well as more informal experiences with animals; these are a mixture of compulsory and freely chosen experiences. An exploratory qualitative study was conducted to investigate the impact of working at Disney’s Animal Kingdom on staff knowledge, attitudes, and behavior related to animals and their conservation. The resulting findings offer preliminary evidence that working in an environmentally themed setting has a positive impact on all of these variables, and that particular experiences – notably experiences in back‐of‐house animal holding areas and with animal staff – are key. These findings suggest that further investigation into the impact of working in such learning settings could be fruitful in understanding the role that the work place plays in supporting the free‐choice learning of staff. This is important both from the perspective of the staff themselves, and in relation to the impact that these individuals may have on visitors to free‐choice learning settings.  相似文献   

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