An investigation into the role that school-based interactive science centres may play in the education of primary-aged children

Rix, Chris; McSorley, Jacqueline

doi:10.1080/095006999290453

Cited by 43 publications

(52 citation statements)

References 3 publications

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“…In fact, it has been argued that the social and affective outcomes of a field trip provide a stronger rationale for field trips than learning outcomes alone (Wellington, 1990;Hooper-Greenhill, 1991;Csikszentmihalyi & Hermanson, 1995;Meredith et al, 1997;Rix & McSorley, 1999). …”

Section: Introductionmentioning

confidence: 99%

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

Houser

Brannstrom

Quiring

et al. 2011

Journal of Geography in Higher Education

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Although study abroad trips provide an opportunity for affective and cognitive learning, it is largely assumed that they improve learning outcomes. The purpose of this study is to determine whether a study abroad field trip improved cognitive learning by comparing test performance between the study abroad participants (n ¼ 20) and their peers who did not participate (n ¼ 365). Test performance was statistically identical between these groups before and immediately after the study abroad program. On the final exam, the study abroad participants scored significantly higher. Qualitative methods were used to identify increased engagement with the course material and the creation of new social networks as likely explanations.

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Section: Introductionmentioning

confidence: 99%

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

Houser

Brannstrom

Quiring

et al. 2011

Journal of Geography in Higher Education

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“…Several studies have analyzed visitors' short-term outcomes of using exhibits as "exemplars of phenomena discerned by the senses" (Feher, 1990;Feher & Rice, 1988;McClafferty, 1995;Rix & McSorley, 1999;Stocklmayer & Gilbert, 2002a). These studies suggest that building a causal explanation for a phenomenon being demonstrated seems to be a difficult task for visitors.…”

Section: Studies Of Learning From Interactive Exhibitsmentioning

confidence: 99%

“…Similar results were found when children interacted with exhibits of the same type but dealing with other areas of knowledge. Rix and McSorley (1999) analyzed children' understanding of three phenomena (i.e., Bernoulli effect, static electricity, and persistence of vision) in a school museum. Findings suggest that although the majority of the children described the phenomena being demonstrated, few children expressed an intended causal explanation (Rix & McSorley, 1999).…”

Section: Studies Of Learning From Interactive Exhibitsmentioning

confidence: 99%

Educational value of different types of exhibits in an interactive science and technology center

Afonso

Gilbert

2007

Science Education

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This study analyzes the short-term consequences of visitors' use of different types of exhibits (i.e., "exemplars of phenomena" and "analogy based") together with the factors affecting visitors' understanding of and their evaluation of the use of such exhibits. One hundred and twenty five visitors (either alone or in groups) were observed during their interaction and interviewed immediately afterwards. Findings suggest that the type of exhibit constrains the nature of the understanding achieved. The use of analogical reasoning may lead to an intended causal explanation of an exhibit that is an exemplar of a phenomenon, but visitors often express misconceptions as a consequence of using this type of exhibit. Analogy-based exhibits are often not used as intended by the designer. This may be because visitors do not access the source domain intended; are unaware of the use of analogy per se (in particular, when the exhibit is of the subtype "only showing similarities between relationships"); only acquire fragmentary knowledge about the target; or fail to use analogical reasoning of which they were capable. Furthermore, exhibits related to everyday world situations are recognized to have an immediate educative value for visitors. Suggestions for enhancing the educative value of exhibits are proposed.

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“…So as to provide positive change in cognitive and affective features of the students, the tours done in the zoos must be done with purpose, planned and repeated at regular intervals. There are a lot of supportive scientific studies (Bozdogan, 2007;DeWitt and Osborne, 2007;Jarvis and Pell, 2005;Rix and McSorley, 1999).…”

Section: Considering the Answers Saticfaction Level Of The Women Is mentioning

confidence: 99%

Determination of the People S Satisfaction Who Go to the Zoo for Recreational Activity

Öztürk¹

2017

ojrs

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An investigation into the role that school-based interactive science centres may play in the education of primary-aged children

Cited by 43 publications

References 3 publications

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

Educational value of different types of exhibits in an interactive science and technology center

Determination of the People S Satisfaction Who Go to the Zoo for Recreational Activity

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