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

IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hsin-Yi Chien, Josh Gutwill, Julia Nee, Jenn Shepard
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引用次数: 0

摘要

本研究考察了一次科学博物馆参观对新兴成人学习者科学自我效能感的影响。先前的研究表明,参观博物馆对SSE有显著的短期影响,在此基础上,我们的研究旨在复制这些发现,并深入了解促进SSE增加的潜在机制。在本研究中,我们采用随机对照试验设计,并聘请了一家招聘公司,通过配额抽样来确保样本的代表性。参与者被随机分配去参观博物馆(实验组)或看电影(对照组)。除了参观指定的游览外,参与者还完成了事前、事后和事后的调查和虚拟访谈。结果表明,参观科技博物馆对SSE有显著的正向短期影响。此外,参观博物馆拓宽了游客对什么是科学的认识,从而增加了SSE。虽然没有观察到对SSE的显著长期影响,但参观博物馆的参与者甚至在3个月后仍保持着开阔的科学视野。访谈进一步显示,在参观博物馆期间,积极的表演解释通常是通过参与者以自己的节奏探索概念上可理解的、动手的展品来实现的,这在增强SSE方面发挥了至关重要的作用。参加者亦描述参观博物馆如何将科学与日常活动联系起来,从而开阔了他们的科学视野。本文还讨论了这些发现对非正式科学教育从业者的启示和未来研究的方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
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 [...]
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