Learning in Children's Museums: Is It Really Happening?
Learning in Children's Museums: Is It Really Happening?
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在儿童博物馆学习：真的发生过吗？
DOI：
10.1111/j.2151-6952.2001.tb01164.x
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
S. Gaskins
中科院分区：
文献类型：
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作者：
Laurel D. Puchner;Robyn Rapoport;S. Gaskins
这项研究考察了儿童在儿童博物馆与展品互动时所学的内容以及促进学习的条件。通过自然观察来获取关于博物馆内各种环境中发生的可观察学习类型的信息，研究发现确实发生了大量可观察学习，并且不同的情境支持不同类型和程度的学习。有成人互动时比没有成人互动更有可能发生学习，而且某些类型的展品比其他展品更能吸引成人参与。与认知复杂性较低和普遍性较差的学习实例相比，认知复杂性相对较高和普遍性较高的学习实例更为少见。文中还讨论了对儿童博物馆和其他非正式学习环境的启示。
This study examined what children learn while they are interacting with exhibits at a children's museum as well as the conditions that facilitate learning. Using naturalistic observations to get information on the kinds of observable learning that occurred in a variety of settings within the museum, the study found that much observable learning did occur and that different contexts supported different kinds and amounts of learning. Learning was more likely to occur with adult interaction than without, and certain types of exhibits invited more adult involvement than others. Examples of learning of relatively higher levels of cognitive complexity and higher degrees of generalizability were observed more rarely than examples of learning of lower complexity and less generalizability. Implications for children's museums and other settings of informal learning are discussed.