學術資源整合系統-相關推薦
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| 作者 | Yeh, Jung-Hua |
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| 出版日期 | 2023 |
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| 著作名稱 | Developing Natural History Museum Object-Based Inquiry for Museum’s Group Visitors
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| 專書名稱 | How People Learn in Informal Science Environments. |
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| 主編 | Patrick, P.G. |
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| 出版者 | Springer |
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| 其他資訊 | https://doi.org/10.1007/978-3-031-13291-9_21 |
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| 主題 | 科學教育;博物館學 |
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| 關鍵字 | Object centered learning, inquiry learning, science museum |
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| 摘要 | Natural history museums often base education programs on natural history specimens or dioramas. Educators assume visitors arrive without much background knowledge, making education programs thematically introductory. This article documents two cases of natural history education program practices: Cephalopod specimen exploration and archeology diorama presentation. The case studies reference the Posner, Strike, Hewson, and Gertzog (PSHG) model of conceptual change and the Personal Awareness of Science and Technology framework (PAST) and adapt the Predict-Observe-Explain (POE) approach. Particularly, the PSHG model provides conceptual change as a theoretical foundation for learning, while the informal PAST learning model suggests another important approach: connecting past personal experiences with one’s current context. This mechanism aids visitors in clarifying the concepts of specific objects (natural history specimens), thereby prompting mind engagement. Further, the POE provides basic scaffolding to construct informal educator practice. The two case studies aided in identifying the difficulty of inquiry for ten-year-old school children (primary school 5th-grade). The participants in the case studies applied their teaching styles to several classes of 5th-graders (30 persons per class). Further, the results were used to refine the teaching plan and discuss the function of science education theories in science museum practice. |
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| 全文 | ![Full Text]() |
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| 資料連結 | ![Full Text]() |
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| 系統號 | NO000006788 |
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