A Study on the Social Interaction Characteristics of College Student Peers in Science Museums and Their Impact on Learning Outcomes: Based on an Analysis of the Conversation

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2024-06-24 DOI:10.1007/s11165-024-10181-6

Shijuan Wang, Xiao Li, Huichen Gao

{"title":"A Study on the Social Interaction Characteristics of College Student Peers in Science Museums and Their Impact on Learning Outcomes: Based on an Analysis of the Conversation","authors":"Shijuan Wang, Xiao Li, Huichen Gao","doi":"10.1007/s11165-024-10181-6","DOIUrl":null,"url":null,"abstract":"<p>Science museums (SMs) are important places for informal science learning, with visitors’ self-directed social interactions affecting their learning outcomes. Analyzing group conversations with varying compositions in SMs can reveal visitor interactions characteristics, knowledge construction process, and emotional experiences during their visits. This is significant for exploring how group interactions affect their learning outcomes; however, most research focuses on family interactions, with less attention given to college student groups. This study recorded and analyzed the conversations of 24 groups of college student peers in SMs to capture their social interaction characteristics and explore the relationship between interaction types and learning outcomes. Results showed that (1) conversations between college student peers in SMs were mostly perceptual talks (i.e., talks focused on directing attention); (2) different exhibit designs excelled at stimulating various interaction types: interactive exhibits mainly stimulated affective (i.e., expressions of emotions) and strategic talks (i.e., discussions on how to interact with the exhibit), whereas audiovisual and graphic exhibits tended to stimulate more connecting talks (i.e., discussions that linked knowledge and experiences); (3) the improvement of learning outcomes was closely related to connecting talks, particularly to Life connection and Knowledge connection; (4) interest development was strongly linked to strategic talks. These findings provide a basis for recommendations to effectively enhance informal learning outcomes and increase interest in informal science learning for college students visiting SMs.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-024-10181-6","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Science museums (SMs) are important places for informal science learning, with visitors’ self-directed social interactions affecting their learning outcomes. Analyzing group conversations with varying compositions in SMs can reveal visitor interactions characteristics, knowledge construction process, and emotional experiences during their visits. This is significant for exploring how group interactions affect their learning outcomes; however, most research focuses on family interactions, with less attention given to college student groups. This study recorded and analyzed the conversations of 24 groups of college student peers in SMs to capture their social interaction characteristics and explore the relationship between interaction types and learning outcomes. Results showed that (1) conversations between college student peers in SMs were mostly perceptual talks (i.e., talks focused on directing attention); (2) different exhibit designs excelled at stimulating various interaction types: interactive exhibits mainly stimulated affective (i.e., expressions of emotions) and strategic talks (i.e., discussions on how to interact with the exhibit), whereas audiovisual and graphic exhibits tended to stimulate more connecting talks (i.e., discussions that linked knowledge and experiences); (3) the improvement of learning outcomes was closely related to connecting talks, particularly to Life connection and Knowledge connection; (4) interest development was strongly linked to strategic talks. These findings provide a basis for recommendations to effectively enhance informal learning outcomes and increase interest in informal science learning for college students visiting SMs.

查看原文本刊更多论文

科学博物馆中大学生同伴的社会互动特征及其对学习成果的影响研究：基于对话分析的研究

科学博物馆（SMs）是非正规科学学习的重要场所，参观者自主的社会互动影响着他们的学习成果。分析科学博物馆中不同构成的群体对话，可以揭示参观者在参观过程中的互动特点、知识建构过程和情感体验。这对于探索群体互动如何影响他们的学习成果具有重要意义；然而，大多数研究侧重于家庭互动，对大学生群体的关注较少。本研究记录并分析了 24 组大学生同伴在 SM 中的对话，以捕捉他们的社会互动特征，并探讨互动类型与学习效果之间的关系。结果表明：(1) 在 SM 中，大学生同伴之间的对话主要是知觉性对话（即集中于引导注意力的对话）；(2) 不同的展品设计擅长激发不同的互动类型：互动展品主要激发情感性对话（即情绪表达）和策略性对话（即关于如何与展品互动的讨论）、(3)学习成果的提高与联系性谈话，特别是生活联系和知识联系密切相关；(4)兴趣培养与策略性谈话密切相关。这些研究结果为提出建议提供了依据，以有效提高访问 SM 的大学生的非正式学习成果，并提高他们对非正式科学学习的兴趣。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.