Measuring the benefits of museum experiences as preparation for future learning

这个项目研究博物馆参观者从亲身体验中学到了什么。评估这种学习可以帮助教育者设计更有效的非正式学习体验，同时还可以解决有关自我选择和自我指导学习的问题。使用布兰斯福德开发的学习准备(PFL)概念方法，该项目将解决几个具体问题：1.是否有其他方法来衡量非正式科学学习，而不是使用管理测试或其他方法，这些方法可能与非正式环境中发生的实际学习类型无关？2.非正式学习经历是否可以从后续经验中准备/增加学习，在拟议的研究中，从科学视频中学习？3.实践经验的变化(即，4.非正式的科学学习经历能否帮助某些类型的学生更有效地为正式学习做准备(即，非正式学习经历能否帮助传统上科学成绩较低的学生为课堂学习做好准备)？该项目将考察学生在参与特定主题的实践活动时的学习迁移，然后观看包含他们所体验过的特定主题的内容信息的视频，最后进行一次后测，评估学生与实践体验的主题学到了多少内容。一般的假设是，实践经验(没有提供具体的内容信息)为学生学习更多关于这个主题的知识做好了准备。在开发和完善学习机会和后测的初始阶段之后，将进行第二阶段的概念验证实验，学生将被分配到两组。每组将在探索博物馆的修补工作室参加一项不限成员名额的活动(电路或风)。访问一周后，学生们将观看一段视频，其中包含与这两个主题相关的信息。然后，他们将进行一次后测，以评估从视频中学到了多少东西。假设每个小组都会从视频中学到更多关于他们在修补工作室探索的主题的知识。交叉设计是一种比主效应设计更强的设计，因为它不会有光晕效应。第三阶段的研究将检验一种设计的体验是否比另一种设计的体验更好)与教师指导的动手站点形成对比。还将包括一个控制组，在那里的学生没有在修补工作室的经验。这项研究的结果将发表在学术期刊上，但其设计和结果也将在非正式环境中广泛传播给教育工作者和研究人员。

This project researches what museum visitors learn from hands-on experiences. Evaluating this kind of learning can help educators design more effective informal learning experiences while also addressing questions concerning self-selected and self-directed learning. Using the Preparation for Learning (PFL) conceptual approach developed by Bransford, the project will address several specific questions: 1. Are there alternatives to measuring informal science learning to using administered tests or other methods that may not be relevant to the actual types of learning that occurs in informal settings? 2. Can informal learning experiences prepare/increase learning from subsequent experiences in the case of the proposed research, learning from a science video? 3. Do variations in hands-on experiences (i.e., self-directed vs. guided) affect learning transfer? 4. Can informal science learning experiences help prepare some types of students more effectively for formal learning (i.e., can informal learning experiences help prepare students, who traditionally score lower on science achievement, for classroom learning)? The project will look at transfer of learning when students participate in hands-on activities on specific topics, then watch a video with content information about the specific topic they had experience with, concluding with a posttest assessing how much content was learned about the topic with which the students had a hands-on experience. The general hypothesis is that the hands-on experience (with no specific content information presented) prepares students for learning more about the topic. After an initial phase that develops and refines the learning opportunity and the posttest, the Phase 2 proof of concept experiment will be conducted where students will be assigned to two groups. Each group will participate in one open-ended activity (circuits or wind) in the Exploratorium's Tinkering Studio. A week after the visit, the students will watch a video that contains information relevant to both topics. They will then take a posttest that will assess how much was learned from the video. The hypothesis is that each group will learn more from the video regarding the topic they explored in the Tinkering Studio. The cross-over design was presented as a stronger design than a main effects design because there would be no halo effect. The Phase 3 study will examine whether one designed experience is better than another contrasting self-directed maker station) versus a teacher-guided hands-on station. A control group will also be included where students have no experience in the Tinkering Studio. The results of the study will be published in scholarly journals, but the design and results will also be widely disseminated to educators and researchers of learning in informal settings.