Literaturnachweis - Detailanzeige
| Autor/inn/en | Tal, Tali; Morag, Orly |
|---|---|
| Titel | School Visits to Natural History Museums: Teaching or Enriching? |
| Quelle | In: Journal of Research in Science Teaching, 44 (2007) 5, S.747-769 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4308 |
| DOI | 10.1002/tea.20184 |
| Schlagwörter | Learning Processes; Thinking Skills; Museums; Field Trips; History; Exhibits; Foreign Countries; Elementary Secondary Education; Active Learning; Interpersonal Relationship; Learning Experience; Sociocultural Patterns; Rhetorical Criticism; Israel |
| Abstract | This article describes a 3-year study of school visits to four natural history museums and addresses the research agenda with regard to out-of-school learning. More specifically, the findings focus on the "process of learning" in museums. Comprehensive data collection allowed for an analysis of patterns of guided visits, the way the scientific content was conveyed to students, and the extent and types of social interactions thus enabled. Observations of 42 guided visits (grades 3-11) indicates that the main visitation pattern consisted of guide-centered and task-oriented activity. Analysis of questions asked by museum guides reveals that most of these questions required mainly lower-order thinking skills. A common questioning pattern was to ask rhetorical questions as a means of carrying on the lecture. Detailed analysis of the scientific vocabulary used by the guides indicates that they used much scientific jargon, with limited explanation. There was only limited social mediation provided by teachers and museum guides. A minority of teachers were involved in the activities or in helping the guide to clarify or in helping the students to understand the explanations. The overall data indicate limited opportunities for meaningful learning, suggesting that the museums should shift from the traditional knowledge-transmission model of teaching to a more socioculturally contextualized model. (Contains 7 tables and 1 note.) (Author). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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