Connecting Students around the World through a Collaborative Museum Education Program

Autor/inn/en	Gillespie, Katie L.; Melber, Leah M.
Titel	Connecting Students around the World through a Collaborative Museum Education Program
Quelle	In: Journal of Museum Education, 39 (2014) 1, S.108-120 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1179/1059865013Z.00000000049
Schlagwörter	Museums; Global Approach; Partnerships in Education; Informal Education; Recreational Facilities; Foreign Countries; Student Projects; Cooperative Learning; International Educational Exchange; Interactive Video; Mixed Methods Research; Wildlife; Science Process Skills; Science Projects; Cultural Awareness; Attitude Change; Pretests Posttests; Illinois; Niger + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Globales Denken; Hochschulpartnerschaft; Informelle Bildung; Nichtformale Bildung; Freizeiteinrichtung; Ausland; Schulprojekt; Kooperatives Lernen; Internationaler Austausch; Interaktives Video; Science; Project; Wissenschaft; Projekt; Cultural identity; Kulturelle Identität; Attitudinal change; Einstellungsänderung
Abstract	In order to design programs that are relevant to global audiences, it is essential for informal learning centers to work collaboratively and test programs in a variety of communities. In line with this, research was conducted on a recent collaborative educational effort between Lincoln Park Zoo in Chicago, Illinois and the National Museum of Niger in Niamey titled Community of Conservation. Students designed their own animal behavior research projects, collected data, and presented their results at a culminating event in their home country and to their peers via Skype. As part of the collaboration, education staff from both institutions participated in a cultural exchange. Mixed-method evaluation results indicated an increase in US and Nigerien student knowledge of the following: wildlife native to their own country, the wildlife and culture of their partner community, and the scientific process. Attitudinal (affective) changes in both staff and students were also evident with increased cultural understanding as an outcome. Together the results indicate that the pedagogical model as designed has relevance with a global audience and has the potential to foster ethology and research skills in students around the world. On a broader scale, these results indicate that by participating in collaborative, international projects, informal learning centers can develop educational programs that impact learners around the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01