The effect of teachers bridging formal and informal learning during science museum visits on students' conceptual understanding
Salloum, Iman Nabih
The effect of teachers bridging formal and informal learning during science museum visits on students' conceptual understanding - Beirut American University of Beirut - Faculty of Arts and Sciences - Department of Education 2007 - 98 pages
النوع : Mémoire
Science museums are flourishing throughout the world. They encourage visitors to interact socially with each other and with the displayed tools to learn the sci entific concepts underlying exhibits. However, there is a gap between this learn ing and the learning that takes place at school. It is important to bridge this gap and use museums to complement the students' formal learning at school. This study investigated the role of teachers in planning museum visits to complement school learning and using museum exhibits to contextualize the abstract science concepts taught formally in class. The raised questions were: (1) When compared to classroom learning alone, does a museum visit lead to better conceptual under standing and extend this understanding to a new context, the topic addressed in the museum visit? (2) Does a teacher's participation in planning and guiding a m useum visit in a way that applies some key features of cognitive apprenticeship result in better conceptual understanding in general and in a wider range of con texts in which this conceptual understanding is displayed by students than a vis it designed by museum animators without teacher involvement? This study compared the range of contexts in which conceptual understanding was displayed by 30 stu dents (grade 10) divided into three groups and working on the physics concepts t hat can explain the behavior of soap bubbles. Two groups visited the "soap and b ubbles" exhibit at a museum, one group guided by an animator and the other guide d by the teacher. The third group learned the same general physics concepts in c lass. A researcher-prepared test was used to compare the students' performance i n order to answer the two questions. The scores of the students were analyzed to study the effect of the museum visit as well as the effect of the teacher's inv olvement in the visit on the students' conceptualized understanding and their ab ility to transfer their skills into new contexts of application. The results obt ained brought about two findings. (1) The museum visit by itself, regardless of who planned or guided it, improved the students' ability to understand the physi cs concepts taught formally at school in addition to their ability to apply thes e concepts in the new context (soap bubbles) as well as the curriculum context. (2) The visit led by the ...
L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
Sciences education Teaching Methods Students achievement
تعليم العلوم طرق التعليم تحصيل الطلبة
The effect of teachers bridging formal and informal learning during science museum visits on students' conceptual understanding - Beirut American University of Beirut - Faculty of Arts and Sciences - Department of Education 2007 - 98 pages
النوع : Mémoire
Science museums are flourishing throughout the world. They encourage visitors to interact socially with each other and with the displayed tools to learn the sci entific concepts underlying exhibits. However, there is a gap between this learn ing and the learning that takes place at school. It is important to bridge this gap and use museums to complement the students' formal learning at school. This study investigated the role of teachers in planning museum visits to complement school learning and using museum exhibits to contextualize the abstract science concepts taught formally in class. The raised questions were: (1) When compared to classroom learning alone, does a museum visit lead to better conceptual under standing and extend this understanding to a new context, the topic addressed in the museum visit? (2) Does a teacher's participation in planning and guiding a m useum visit in a way that applies some key features of cognitive apprenticeship result in better conceptual understanding in general and in a wider range of con texts in which this conceptual understanding is displayed by students than a vis it designed by museum animators without teacher involvement? This study compared the range of contexts in which conceptual understanding was displayed by 30 stu dents (grade 10) divided into three groups and working on the physics concepts t hat can explain the behavior of soap bubbles. Two groups visited the "soap and b ubbles" exhibit at a museum, one group guided by an animator and the other guide d by the teacher. The third group learned the same general physics concepts in c lass. A researcher-prepared test was used to compare the students' performance i n order to answer the two questions. The scores of the students were analyzed to study the effect of the museum visit as well as the effect of the teacher's inv olvement in the visit on the students' conceptualized understanding and their ab ility to transfer their skills into new contexts of application. The results obt ained brought about two findings. (1) The museum visit by itself, regardless of who planned or guided it, improved the students' ability to understand the physi cs concepts taught formally at school in addition to their ability to apply thes e concepts in the new context (soap bubbles) as well as the curriculum context. (2) The visit led by the ...
L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
Sciences education Teaching Methods Students achievement
تعليم العلوم طرق التعليم تحصيل الطلبة