Studying Natural History Far from the Museum: The Impact of 3D Models on Teaching, Learning, and Motivation

Autor/inn/en	Castro, Kathleen Mahra da Silva Alcântara; Amado, Talita Ferreira; Bidau, Claudio Juan; Martinez, Pablo Ariel
Titel	Studying Natural History Far from the Museum: The Impact of 3D Models on Teaching, Learning, and Motivation
Quelle	In: Journal of Biological Education, 56 (2022) 5, S.598-608 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castro, Kathleen Mahra da Silva Alcântara) ORCID (Amado, Talita Ferreira) ORCID (Martinez, Pablo Ariel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1877774
Schlagwörter	Museums; Science Education; Science Instruction; Teaching Methods; Technology Uses in Education; Computer Simulation; Models; Zoology; Biology; Secondary School Students; Foreign Countries; Learning Motivation; Brazil + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Analogiemodell; Zoologie; Biologie; Sekundarschüler; Ausland; Motivation for studies; Lernmotivation; Brasilien
Abstract	Natural history museums (NHM) are important for students' learning and motivation. However, the lack or scarcity of NHMs in countries with emerging markets may hamper the learning process. Virtual 3D models represent an important tool to counterbalance the lack of access of students to NHMs. Our study aims to understand if the use of 3D models may help in the motivation and learning of zoology. The study comprised three groups: (1) "control" group, where the participants only received classes of "frontal teaching;" (2) "practice" group, where participants received, in addition to traditional classes, practical classes with biological material; (3) "3D model" group, where participants received the traditional class plus practical classes with 3D models of amphibian species. We used pre-questionnaires and post-questionnaires as an educational assessment method. Then we performed a two-way ANOVA test between the experimental groups. All three groups showed equivalent levels of motivation after the classes. Nevertheless, the "3D model" and "Practice" groups showed a significant (p < 0.001) increase in learning performance when compared to the "control" group, demonstrating the relevance of 3D models in the teaching of zoology especially in institutions distant from large biological collections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01