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Peer-reviewed article

Effects of novelty-reducing preparation on exploratory behavior and cognitive learning in a science museum setting

March 1, 1991 | Public Programs, Exhibitions, Informal/Formal Connections
This article outlines an experiment in which sixty-four sixth-grade students were divided into two groups: a control group, which was given novelty-reducing treatment on a field trip, and a placebo group, which was not subject to novelty-reducing treatment. Results of the experiment showed that exploratory behavior was positively correlated with cognitive learning.

Associated Projects

http://onlinelibrary.wiley.com/doi/10.1002/tea.3660280304/abstract

TEAM MEMBERS

  • University of Washington, Seattle
    Contributor
  • Carole A. Kubota
    Author
    University of Washington
  • Roger G. Olstad
    Author
    University of Washington

    • Citation

    DOI : 10.1002/tea.3660280304
    Publication Name: Journal of Research in Science Teaching
    Volume: 28
    Number: 3
    Page Number: 225
    Resource Type: Research Products
    Discipline: Education and learning science
    Audience: Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Museum and Science Center Programs | Exhibitions | Museum and Science Center Exhibits | Informal/Formal Connections | K-12 Programs

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