The study aims to characterize contextual learning during class visits to science and natural history museums. Based on previous studies, we assumed that “outdoor” learning is different from classroom-based learning, and free choice learning in the museums enhances the expression of learning in personal context. We studied about 750 students participating in class visits at four museums, focusing on the levels of choice provided through the activity. The museums were of different sizes, locations, visitor number, and foci. A descriptive-interpretative approach was adopted, with data sources
The article offers tips for early childhood educators on planning and implementing field experiences for young learners in natural history museums. It cites that providing children with access to nature could build their science literacy. Moreover, it emphasizes the importance of intrinsic motivation and recommends that teachers should focus on children's interests and provide them the time to relax. Teachers should also encourage active learning and ensure to make the visit memorable.
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
This article describes an initial attempt to find out students’ perceptions of class visits to natural history museums, with regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades 6–8 students who visited four museums of different sizes, locations and foci. Data sources included the Museum Constructivist Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question and semi-structured interviews with 50 students. The three instruments highlighted some
This study examines the historical conditions that fostered significant reform in science education. To understand these conditions, we employ a framework drawn from the new institutionalism in organization theory to study the founding and early development of the Exploratorium—a prominent science center that greatly impacted the field of science education. We examine how the Exploratorium employed institutional resources that were available in its environment to develop a new type of organization: an interactive science center. Our findings reveal that the Exploratorium was shaped by the
Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. This article reviews some relevant trends in the field of citizen science, for clarity here referred to as public participation in scientific research (PPSR), and presents overlooked styles and outcomes of PPSR. Education efforts should seize the opportunity to emphasize the key and distinct roles students can play in both the science and the values elements that inform
Natural history has all but disappeared from formal education in the United States. This places the responsibility of introducing people to natural history within nonformal educational settings, with interpretive naturalists taking a leading role. This qualitative study of the life histories of 51 natural history-oriented professionals establishes additional roles for interpretive naturalists interacting with and programming for people with an emerging interest in natural history. Young adults with a strong interest in competency in natural history topics were characterized by having access to
To investigate how parents support children's learning at an exhibit on evolution, the conversations of 12 families were recorded, transcribed, and coded (6,263 utterances). Children (mean age 9.6 years) and parents visited Explore Evolution, which conveyed current research about the evolution of seven organisms. Families were engaged with the exhibit, staying an average of 44 minutes. Parents' and children's explanatory, nonexplanatory, and evolutionary conversation was coded. Overall, substantive explanatory conversation occurred in 65% of parent utterances, whereas nonexplanatory
This report summarizes findings from a three-year study of the Time Team America: Science of Archeology project, funded by the National Science Foundation. The project included a series of archaeology field schools for youth, four broadcast episodes and a redesigned website with a variety of information and instructional resources. The evaluation included both formative and summative components and a mix of qualitative and quantitative methods including surveys, interviews, and focus groups. Includes interview protocol and survey.
This newsletter issue focuses on natural history dioramas. Articles describe children's responses to dioramas, biological interest development in natural history dioramas, and inquiry at natural history dioramas.
This application requested (and received) an exemption from the consent requirement. The key in this application is that all data collection was done anonymously.
DATE:
TEAM MEMBERS:
University of California, San DiegoLoren ThompsonJeremy Babendure
Signs in both English and Spanish alert museum visitors when evaluation activities are taking place. Signs indicate whether filming, photography, or videotaping with audio are taking place.
DATE:
TEAM MEMBERS:
Oregon Museum of Science and Industry