Measuring the long-term effects of informal science education experiences: challenges and potential solutions
Measuring the long-term effects of informal science education experiences: challenges and potential solutions
复制标题
衡量非正式科学教育经验的长期影响：挑战和潜在解决方案
DOI：
10.1186/s43031-021-00031-0
复制
发表时间：
2021-04-30
影响因子：
--
通讯作者：
Dierking LD
中科院分区：
文献类型：
--
作者：
Staus NL;Falk JH;Price A;Tai RH;Dierking LD
尽管大多数科学学习都是在校外进行的，但人们对参与非正式科学学习（ISL）经历如何长期影响学习者的知识、技能发展、兴趣或身份认同知之甚少。尽管大量的ISL研究已经记录了短期结果，比如在科学中心参观期间发生的学习，但研究表明，非正式经验的真正好处是学习者在最初的教育事件之后追求“级联”经验的长期转变。然而，一些主要的方法挑战限制了调查ISL经验长期影响的纵向研究项目。在本文中，我们确定并解决了围绕如何研究和衡量ISL经验的长期影响或影响的关键但具有挑战性的四个关键问题：归因、流失、数据收集和分析方法。我们的目标是为希望从事学习者成果长期调查的ISL研究人员提供指导，并就如何最好地解决这项工作中涉及的众多挑战展开对话。
Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.