Figuring out What Works: Learning and Engaging with Ideas about Evolution within Integrated Informal Learning Environments

Autor/inn/en	Nesimyan -- Agadi, Dina; Ben Zvi Assaraf, Orit
Titel	Figuring out What Works: Learning and Engaging with Ideas about Evolution within Integrated Informal Learning Environments
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 3, S.391-424 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ben Zvi Assaraf, Orit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-021-09576-z
Schlagwörter	Informal Education; Grade 6; Science Instruction; Evolution; Museums; Recreational Facilities; Visual Aids; Teamwork; Scientific Concepts; Concept Formation; Inquiry; Hands on Science; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Museum; Museumswesen; Museen; Freizeiteinrichtung; Anschauungsmaterial; Concept learning; Begriffsbildung; Ausland
Abstract	Informal learning environments can be a fun and effective means of introducing visitors to a variety of topics in evolution. Our study examined 120 sixth-grade students' conceptualisation of evolutionary ideas following three evolution-themed "Science Days" at 'Nature Campus'--an informal learning environment in Central Israel comprised of a natural history museum, zoological and botanical gardens. The students visited Nature Campus in groups of twenty. After each science day, the students worked in teams of 4-5 to make a poster, based on five pictures representing topics from the learning environment. This poster-making process served as a knowledge integration activity, aimed at assisting students in organizing all the knowledge from each science day, and integrating it with knowledge from the previous science days. Observations of students' discussions while making their posters and video recordings of the activities throughout the science days were used as a basis for conclusions regarding which events in the program were recalled as meaningful by the students. The ideas and concepts that arose during the students' poster making process demonstrated knowledge drawn from multiple activities in which they had engaged on Nature Campus, reflecting an understanding of evolution-related concepts from the fields of paleontology and ecology. Our findings showed that concepts and ideas that were taught via hands-on, interactive, inquiry-based learning in an authentic environment were later featured most prominently in the students' poster-making discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01