This study compared grandparent–grandchild groups who experienced an informal science exhibition by visiting a museum or by visiting a website. Although intergenerational learning is often the focus of visitor research, few studies have focused specifically on grandparents as an audience. Do they have unique intergenerational needs that museums and websites are not yet supporting? Do they find museums and websites to be good places to learn alongside their grandchildren? The authors’ findings suggested that grandparents prefer museums as locations for intergenerational learning because the museum
This article explores the development of observation in scientific and everyday contexts. Fundamental to all scientific activity, expert observation is a complex practice that requires the coordination of disciplinary knowledge, theory, and habits of attention. On the surface, observation appears to be a simple skill. Consequently, children may be directed to observe, compare, and describe phenomena without adequate disciplinary context or support, and so fail to gain deeper scientific understanding. Drawing upon a review of science education, developmental psychology, and the science studies
A study to assess the impact of school field trips on attitudes, behavior, and learning was conducted with 196 third and fifth grade children. Half the children went on an all-day field trip to a nature center to learn about the biology of trees; the other half were taught the same lesson outside their classroom during their regular science period. As measured by pre- and posttests, field experiences resulted in significant immediate learning and 30-day retention for all groups. Observational measures revealed that student behavior varied as a function of age and environmental context. A model
Reports effects of an outdoor field trip on learning within the context of a community-based Summery Ecology Program for children between 7 and 13 years of age. Results include the finding that novel environments are poor settings for imposed task learning when compared with familiar environments.
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TEAM MEMBERS:
W. Wade MartinJohn H FalkJohn D. Balling
Discusses the objectives of Outdoor Biology Instructional Strategies (OBIS), one aspect of the program (lawn communities) and the evaluation of this activity. Includes resultant recommendations. The evaluation criteria are suggested as a model to be used in either designing or in evaluating curricula.
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TEAM MEMBERS:
University of California-BerkeleyJohn H Falk
Both metacognitive and associative models have been proposed to account for children’s strategy discovery and use. Models based on only metacognitive or only associative mechanisms cannot entirely account for the observed mix of variability and constraint revealed by recent microgenetic studies of children’s strategy change. We propose a new approach where metacognitive and associative mechanisms interact in a competitive negotiation. This approach provides the flexibility to model the observed variability and constraint.
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TEAM MEMBERS:
Kevin CrowleyJeff SchragerRobert Siegler
Free-choice learning, a new paradigm for the learning that youth and their families engage in outside school, can play an important role in the healthy development of youth, their families, and communities.
Examines achievement levels of elementary school children in field trip settings. One group of students was familiar with the field setting, the other not. Results show that while both groups learned more about the setting, the familiar group achieved significantly greater mastery of concepts being taught.
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TEAM MEMBERS:
Smithsonian InstitutionJohn H FalkW. Wade MartinJohn D. Balling
A Maryland school district and the Smithsonian Institution have become partners in outdoor science education. Working together, they have developed a series of activities for students in grades 1-8 that are an integrated part of a total unified science curriculum, meeting the need of teachers and students alike.
Describes the use of the "Plant Wheel" by the University of California Botanical Garden as a means of providing elementary school children with a structured activity as they explore the Garden at their own pace. This activity accommodates the children's curiosity, energy, and attention span.
Six studies on school field trip learning are reviewed. Among the findings reported are those indicating that students' perceptions of the novelty of the trip affects what they learn, and that imposed learning will be inhibited in settings where novelty is either extremely great or small.