Supporting students’ self-regulated learning through motivational and metacognitive prompts in the museum

学校教育的目标是为终身学习、积极参与社会进程和积极塑造自己的环境创造基础（d<s:1> x & Sass， 2005年；KMK， 2004年，第6页；另见“LehrplanPLUS体育馆Bayern”中关于可持续教育和终身学习的评论；巴伐利亚州高等教育课程）。为此，自主获取知识的能力是一项重要的技能，不仅在学校环境中如此，在其他非正式学习环境中也是如此（Hungerland & Overwien, 2004）。这就是拟议的研究项目的由来。本研究旨在探讨教学提示作为触发和支持学生在科学博物馆自主学习的有效方法的适用性。为此，本文采用准实验现场研究，采用前后随访设计，分析不同提示类型[(1)元认知、(2)动机、(3)元认知+动机、(4)无提示为对照组]对认知和动机学习过程以及初始和中期认知和动机学习结果的影响。四个主要研究问题涉及不同类型提示对(a)学习过程的影响，(b)学习结果，(c)过程和结果变量之间的关系，以及(d)不同类型提示对学习者认知和动机特征的潜在调节作用。在认知方面，要研究的过程变量是学生的学习行为，即参与水平，即学习者与展品和同学的互动。在动机方面，本研究考察了学生的感知内容相关性、基本需求和情境兴趣。研究的结果变量为知识变化和动机。本研究旨在同时探讨认知和动机学习过程与学习结果及其相互关系。在考虑到学习环境博物馆的具体特征的同时，本研究还旨在对教学支持方法的效果提供差异化的见解。通过对上述目标的分析，计划性研究可以显著拓展学校实地考察背景下博物馆学习的研究现状。作为一项应用基础研究，本研究有助于更好地理解学生自我调节学习过程的认知和动机特征，以及如何有效地支持博物馆等非正式环境中的自我调节学习。

An aim of school education is to create a basis for lifelong learning, for active participation in societal processes and for actively shaping one's own surrounding (Düx & Sass, 2005; KMK, 2004, p.6; see also comments on sustainable education and lifelong learning in the “LehrplanPLUS Gymnasium Bayern”; the curriculum for higher education in Bavaria). For this purpose, the ability to acquire knowledge autonomously is an important skill, not only in the school context but also in other informal learning contexts (Hungerland & Overwien, 2004). This is where the proposed research project comes in. It aims to investigate the suitability of instructional prompts as effective methods to trigger and support students’ self-regulated learning in science museums. To this end, the effects of different types of prompts [(1) metacognitive, (2) motivational, (3) metacognitive + motivational, (4) no prompts as control group] on cognitive and motivational learning processes as well as on initial and intermediate cognitive and motivational learning outcomes will be analyzed in the context of a quasi-experimental field study with a pre-post-follow-up design.. The four main research questions relate to the effects of the different types of prompts on (a) learning processes, (b) learning outcomes, (c) relationships between process and outcome variables, and (d) the potentially moderating effect of learners' cognitive and motivational characteristics depending on different types of prompts. On the cognitive side, the process variables to be investigated are students’ learning behaviour i.e. engagement level, in terms of the learners’ interaction with exhibits and classmates. On the motivational side, the study examined students’ perceived content relevance, their basic needs and their situational interest. The outcome variables investigated are knowledge change and motivation.The study aims to simultaneously examine the cognitive and motivational learning processes and the learning outcomes as well as their reciprocal relationships. It also aims to provide differentiated insights into the effect of instructional support methods while taking into account the specific characteristics of the learning environment museum. By analyzing the above-mentioned objectives, the planned study can significantly expand the current state of research on museum learning in the context of school field trips. As applied basic research, the study can contribute to a better understanding of cognitive and motivational characteristics of students’ self-regulated learning processes and how to effectively support self-regulated learning in informal contexts such as museums.