Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums
Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums
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DOI：
10.1002/sce.20174
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发表时间：
2007-01-01
影响因子：
4.3
通讯作者：
Tal, Tali
中科院分区：
文献类型：
--
作者：
Bamberger, Yael;Tal, Tali
这项研究的目的是描述学生参观科学和自然历史博物馆时的情境合作。基于以往的研究，我们假设“户外”学习不同于课堂学习，博物馆中的自由选择学习增强了学习在个人情境中的表达。我们研究了大约750名参加班级参观四个博物馆的学生，重点关注活动提供的选择水平。这些博物馆的规模、位置、参观人数和重点各不相同。采用描述性-解释性方法，数据来源包括观察结果、对学生的半结构化访谈和博物馆工作表。对博物馆活动的分析得出了影响学习的四个层次的选择，从无选择到自由选择活动。通过任务行为、与学生的先验知识和学校的科学课程的联系、与学生的生活和经历的联系来检验团队合作的有效性。我们的研究结果表明，有限选择的活动提供了脚手架，使学生能够控制自己的学习，并增强了在团队过程中的更深层次的参与。在所有的选择机会中，学生们将参观与他们自己的生活经历和他们之前的知识联系起来，即使指导活动几乎没有涉及到这一点。当博物馆环境允许各种学习机会而不指导学生时，主要得到了批评的回应。(c) 2006 Wiley期刊公司
The study aims to characterize contextual teaming during class visits to science and natural history museums. Based on previous studies, we assumed that "outdoor" learning is different from classroom-based learning, and free choice learning in the museums enhances the expression of learning in personal context. We studied about 750 students participating in class visits at four museums, focusing on the levels of choice provided through the activity. The museums were of different sizes, locations, visitor number, and foci. A descriptive-interpretative approach was adopted, with data sources comprising observations, semistructured interviews with students, and museum worksheets. Analysis of the museum activities has yielded four levels of choice that affect learning from no choice to free choice activities. The effectiveness of teaming was examined as well by looking at task behavior, linkage to the students' prior knowledge and their school's science curriculum, and linkage to the students' life and experience. Our findings indicate that activities of limited choice offered scaffolding, allowed the students to control their learning, and enhanced deeper engagement in the teaming process. Within all the choice opportunities, the students connected the visit to their own life experiences and to their prior knowledge, even when the guided activity scarcely addressed it. Critical responses were obtained mainly when the museum environment allows a variety of learning opportunities without directing the students. (c) 2006 Wiley Periodicals, Inc.