Interest and learning in informal science learning sites: Differences in experiences with different types of educators
Interest and learning in informal science learning sites: Differences in experiences with different types of educators
复制标题
DOI：
10.1371/journal.pone.0236279
复制
发表时间：
2020-07-23
期刊：
影响因子：
3.7
通讯作者：
Hartstone-Rose, Adam
中科院分区：
文献类型：
--
作者：
Mulvey, Kelly Lynn;McGuire, Luke;Hartstone-Rose, Adam
本研究探讨了主题的兴趣，感知学习和实际回忆的展览内容在979名儿童和青少年和1,184名成年人谁访问非正式的科学学习网站，并与成人或青年教育工作者或只是展览本身作为家庭访问的网站的一部分。儿童在幼儿期报告更大的主题兴趣和感知学习，但实际上回忆起较少的内容，比参与者在童年中期或青春期。青年游客报告更大的兴趣与青年教育工作者互动后，不仅仅是展览，并认为他们学到更多，如果他们与教育工作者（青年或成人）。在童年中期的参与者回忆更多的时候，他们遇到了青年教育工作者。成年游客报告更大的兴趣互动后，与青年教育工作者比单独的展览或成人教育工作者。他们还认为，如果他们与教育工作者（青年或成人）互动，他们会学到更多，而不仅仅是展览，并认为如果他们与青年教育工作者互动，他们会学到更多。结果突出了教育工作者在非正式科学学习网站的好处，并记录了重视发展需求的重要性。
This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.