Hsin-Yi Chien, Josh Gutwill, Julia Nee, Jenn Shepard
{"title":"培养自信:科学博物馆参观在提高新兴成人学习者科学自我效能感和扩大科学认知方面的潜力","authors":"Hsin-Yi Chien, Josh Gutwill, Julia Nee, Jenn Shepard","doi":"10.1002/sce.21958","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>This study examines the impact of a single science museum visit on the science self-efficacy (SSE) of emerging adult learners. Building upon previous research, which showed a significant short-term impact of a museum visit on SSE, our study aims to replicate these findings and gain deeper insights into the underlying mechanisms contributing to increased SSE. In the present study, we implemented a randomized control trial design and hired a recruitment firm to ensure a representative sample through quota sampling. Participants were randomly assigned to either visit a museum (Treatment) or see a movie (Control). In addition to visiting their assigned excursion, participants completed pre-, post-, and delayed-post-surveys and a virtual interview. Results demonstrate that visiting a science museum had a significant positive short-term impact on SSE. Moreover, the museum visit led to an increase in SSE by broadening visitors’ perceptions of what counted as science. Although no significant longer-term impact on SSE was observed, participants who visited the museum maintained a broadened view of science even 3 months later. Interviews further revealed that positive performance interpretations during the museum visit, which were often achieved by participants exploring conceptually-accessible, hands-on exhibits at their own pace, played a vital role in enhancing SSE. Participants also described how the museum visit broadened their view of science by connecting science and daily activities. Implications of these findings for informal science education practitioners and directions for future research are discussed.</p>\n </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1313-1335"},"PeriodicalIF":3.4000,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self-Efficacy and Expanding Perceptions of Science in Emerging Adult Learners\",\"authors\":\"Hsin-Yi Chien, Josh Gutwill, Julia Nee, Jenn Shepard\",\"doi\":\"10.1002/sce.21958\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <p>This study examines the impact of a single science museum visit on the science self-efficacy (SSE) of emerging adult learners. Building upon previous research, which showed a significant short-term impact of a museum visit on SSE, our study aims to replicate these findings and gain deeper insights into the underlying mechanisms contributing to increased SSE. In the present study, we implemented a randomized control trial design and hired a recruitment firm to ensure a representative sample through quota sampling. Participants were randomly assigned to either visit a museum (Treatment) or see a movie (Control). In addition to visiting their assigned excursion, participants completed pre-, post-, and delayed-post-surveys and a virtual interview. Results demonstrate that visiting a science museum had a significant positive short-term impact on SSE. Moreover, the museum visit led to an increase in SSE by broadening visitors’ perceptions of what counted as science. Although no significant longer-term impact on SSE was observed, participants who visited the museum maintained a broadened view of science even 3 months later. Interviews further revealed that positive performance interpretations during the museum visit, which were often achieved by participants exploring conceptually-accessible, hands-on exhibits at their own pace, played a vital role in enhancing SSE. Participants also described how the museum visit broadened their view of science by connecting science and daily activities. Implications of these findings for informal science education practitioners and directions for future research are discussed.</p>\\n </div>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":\"109 5\",\"pages\":\"1313-1335\"},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2025-02-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/sce.21958\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/sce.21958","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self-Efficacy and Expanding Perceptions of Science in Emerging Adult Learners
This study examines the impact of a single science museum visit on the science self-efficacy (SSE) of emerging adult learners. Building upon previous research, which showed a significant short-term impact of a museum visit on SSE, our study aims to replicate these findings and gain deeper insights into the underlying mechanisms contributing to increased SSE. In the present study, we implemented a randomized control trial design and hired a recruitment firm to ensure a representative sample through quota sampling. Participants were randomly assigned to either visit a museum (Treatment) or see a movie (Control). In addition to visiting their assigned excursion, participants completed pre-, post-, and delayed-post-surveys and a virtual interview. Results demonstrate that visiting a science museum had a significant positive short-term impact on SSE. Moreover, the museum visit led to an increase in SSE by broadening visitors’ perceptions of what counted as science. Although no significant longer-term impact on SSE was observed, participants who visited the museum maintained a broadened view of science even 3 months later. Interviews further revealed that positive performance interpretations during the museum visit, which were often achieved by participants exploring conceptually-accessible, hands-on exhibits at their own pace, played a vital role in enhancing SSE. Participants also described how the museum visit broadened their view of science by connecting science and daily activities. Implications of these findings for informal science education practitioners and directions for future research are discussed.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]