Students-Exhibits Interaction at a Science Center

Autor/inn/en	Botelho, Agostinho; Morais, Ana M.
Titel	Students-Exhibits Interaction at a Science Center
Quelle	In: Journal of Research in Science Teaching, 43 (2006) 10, S.987-1018 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20135
Schlagwörter	Scientific Concepts; Interaction; Exhibits; Student Attitudes; Science Activities; Science Education; Comprehension; Early Adolescents; Student Characteristics; Concept Formation; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Interaktion; Schülerverhalten; Naturwissenschaftliche Bildung; Verstehen; Verständnis; Concept learning; Begriffsbildung; Ausland
Abstract	In this study we investigate students' learning during their interaction with two exhibits at a science center. Specifically, we analyze both students' procedures when interacting with exhibits and their understanding of the scientific concepts presented therein. Bernstein's theory of pedagogic discourse (1990, 2000) provided the sociological foundation to assess the exhibit-student interaction and allowed analysis of the influence of the characteristics of students, exhibits, and interactions on students' learning. Eight students (ages 12-13 years of age) with distinct sociological characteristics participated in the study. Several findings emerged from the results. First, the characteristics of the students, exhibits, and interactions appeared to influence student learning. Second, to most students, what they did interactively (procedures) seems not to have had any direct consequence on what they learned (concept understanding). Third, the data analysis suggest an important role for designers and teachers in overcoming the limitations of exhibit-student interaction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10