Learning from the Real versus the Replicated: A Comparative Study

Autor/inn/en	Carsten Conner, Laura D.; Perin, Suzanne M.
Titel	Learning from the Real versus the Replicated: A Comparative Study
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 10 (2020) 3, S.266-276 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carsten Conner, Laura D.) ORCID (Perin, Suzanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2020.1831707
Schlagwörter	Comparative Analysis; Learning Processes; Museums; Science Education; Family (Sociological Unit); Sensory Experience; Perceptual Development; Scientific Concepts; Exhibits; Concept Formation; Alaska + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Museum; Museumswesen; Museen; Naturwissenschaftliche Bildung; Familie; Sinnerfahrung; Wahrnehmungsentwicklung; Concept learning; Begriffsbildung
Abstract	The nature of the learning that occurs with real versus replicated objects and environments is an important topic for museums and science centers. Our comparative, exploratory study addressed this area through an investigation of family visits to two different settings: an operating permafrost research tunnel, and a replica of this permafrost tunnel at a science center. We conducted and analyzed family interviews, grounding our work in the Contextual Model of Learning and ideas about sensory components of learning. We found significant differences between the real and replicated environments in terms of what families discussed during interviews. Specifically, the proportion of perceptual (descriptions of features or sensory-based perceptions) talk at the real tunnel was higher than that at the replica tunnel, while the proportion of conceptual talk was higher at the replica tunnel as compared to the real tunnel. The nature of the conceptual talk was similar at the two sites, and often relied on objects as 'nodes' of learning. Our findings suggest that visitors were sensorially engaged to a higher degree in the real, versus the replicated, setting. Given these findings, exhibition designers should think carefully about the goals of specific exhibit elements and privilege real objects and immersive experiences accordingly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01