Guided school visits to natural history museums in Israel: Teachers' roles

Tal, Tali; Bamberger, Yael; Morag, Orly

doi:10.1002/sce.20070

Cited by 94 publications

(87 citation statements)

References 20 publications

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“…Teachers influence students' understanding and attitudes about science and possible future careers in STEM-related subjects, such as engineering. Through experiences such as field trips, teachers can facilitate the interaction of in-class science learning and experiences with informal design spaces, yet studies have consistently documented that teachers play a small role in the planning and execution of excursions outside of the schoolroom and connecting these field trip experiences to classroom content (Anderson & Zhang, 2003;Griffin & Symington, 1997;Griffin, 1994;Tal, Bamberger, & Morag, 2005). In Griffin's (1994) study, half of the teachers from 13 schools reported that they planned on doing some follow-up activities after their field trip excursions, but only a half of those teachers, a quarter of the sample, actually implemented these follow-up activities.…”

Section: Discussionmentioning

confidence: 99%

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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Participation from a variety of students is important to the long-term growth of the engineering field. Much of the research on engineering recruitment or career choice has focused on engineering as a whole, even though engineering disciplines are varied in student participation and focus. This work examines how students' out-of-school interests and experiences in high school predict the likelihood of choosing a career in a particular engineering discipline. Out-of-school experiences offer more unstructured ways for students to meaningfully engage with science and engineering outside of the confines of the classroom. These experiences offer opportunities to spark particular science interests not included in traditional high school science curriculum. Additionally, participation in engineering for women has been historically low. For this reason, we also examined reported differences in out-of-school experiences by gender. Our findings indicate that reported out-of-school experiences increased the odds of students choosing particular engineering disciplines. Experiences traditionally stereotyped as masculine and more often reported by men, such as tinkering, increased the odds of choosing engineering disciplines with higher representation of men. However, some experiences equally reported by men and women, such as mixing chemicals or engaging with chemistry in the kitchen or talking with friends or family about science, predicted higher odds of choosing engineering disciplines with higher representation of women (chemical, biomedical, environmental). These quantitative results are a first step in understanding how out-of-school experiences are connected to the nuanced decisions of disciplinary engineering career decisions and have implications for the way engineering faculty draw on prior experience in the classrooms and for researchers on how out-of-school activities may predict students' long-term career decisions.

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Section: Discussionmentioning

confidence: 99%

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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“…Çünkü yapılan çalışmalarda iyi planlanmış ve okul müfredatıyla iyi ilişkilendirilmiş alan gezilerinin başarılı sonuçlar vereceği vurgulanmıştır (Bowker & Tearle, 2007;Kisiel, 2005;Tal, Bamberger & Morag, 2005). Bu süreçte öğretmenlere büyük görevler düşmektedir.…”

Section: Introductionunclassified

Development of Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out of School Settings

Bozdoğan¹

2016

Journal of Theoretical Educational Science

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ABSTRACT:The aim of this research study was to develop a scale for self-efficacy beliefs in planning and organizing educational trips to out of school environments. First of all, relevant literature on developing a scale was reviewed in this stage. Within this context, the researcher identified total 45 initial items. The draft scale consisting of total 39 items for pre-implementation stage was administered to 358 pre-service teachers in their fourth year in Giresun Education Faculty in 2013-2014 academic years. As a result of the analysis, total 9 items were excluded from the scale. Validity analysis of the scale was performed and it was found that the factor loadings of the 30 items before being exposed to rotation were between 0.46 and 0.71. It was also detected that the scale's item-total correlation coefficients changed between 0.58 and 0.76. Moreover, total explained variance of the scale was determined to be 50.97 %. As a result of the reliability analysis, the scale's Cronbach's Alpha reliability coefficient was calculated to be 0.93, Guttmann Split-Half value was calculated as 0.89 and Spearman Brown reliability coefficient was computed to be 0.89. Keywords: self-efficacy, educational field trip, out of school environments Extended AbstractPurpose and Significance: The aim of this research study was to develop a scale for self-efficacy beliefs in planning and organizing educational trips to out of school environments. It is considered that the scale will make contributions to literature because it will determine pre-service teachers and teachers' self-efficacy to organize educational trips to out of school settings and take action to make up for weaknesses; therefore, it will contribute to filling the gaps in literature.Methods: This study is a general survey study which is intended to develop a scale. In the study conducted, this model is preferred because a scale which can be used to identify self-efficacy beliefs in planning and organizing educational trips to out of school environments is aimed at developing.The scale was developed by following stages. The stage of generating an item pool; relevant literature on developing a scale was reviewed in this stage and measurement

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“…Por otra parte, Tal et al (2005) desarrollaron un estudio durante 3 años, teniendo como objeto principal las visitas escolares a cuatro Museos de Historia Natural, específicamente, la estructura de la visita, las explicaciones y cuestionamientos de los guías y la relación entre el docente y el guía. Desde esta investigación se logró reconocer que el patrón principal consistía en visitas guiadas y centradas en tareas orientadas a la actividad.…”

Section: Panorama De Las Investigaciones Desarrolladas En Torno a La unclassified

Las Visitas a Museos De Ciencias Y Su Relación Con La Escuela. Una Revisión Documental.

Morales

Ussa

2017

Bio

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RESUMENEn el presente trabajo presentamos resultados parciales de la investigación Caracterización del proceso de planificación de visitas escolares a un Museo de Historia natural. Dos estudios de caso, concretamente un análisis a partir de artículos publicados en algunas de las revistas especializadas en la enseñanza de las ciencias. La relación Museo-Escuela es uno de los objetos de estudio que han sido abordados desde el campo de la Didáctica de las Ciencias, éstos se han orientado a caracterizar los procesos de aprendizaje en escenarios de educación no formal, destacando como principales argumentos de la utilización del Museo como recurso de enseñanza, los aspectos afectivo y actitudinal, evidenciándose así una debilidad en lo que atañe a la enseñanza-aprendizaje de contenidos conceptuales y procedimentales. De igual forma, las investigaciones muestran la necesidad de incorporar al currículo las visitas a estos espacios. Pese a lo anterior, son pocas las investigaciones cuyos problemas están centrados desde la perspectiva del profesor; adicionalmente, los estudios encontrados corresponden, en su mayoría, a investigaciones internacionales y en el contexto colombiano son pocas las referencias. PALABRAS CLAVE:Museos de Ciencias, educación no formal, enseñanza de las ciencias, enseñanza de la Biología. INTRODUCCIÓNLas visitas escolares a los museos han sido objeto de estudio de diferentes investigaciones, desde la cuales se espera, entre otras cosas, promover el reconocimiento de los museos como un apoyo en el proceso de enseñanza. Uno de los aspectos que se debe tener en cuenta es el ambiente de formación que constituyen estos centros, referente a ello existe una posición clara respecto a que no corresponde a educación formal. Autores como Aguirre y Vázquez (2004: 04) definen la educación formal o escolar como el sistema educativo altamente institucionalizado, cronológicamente graduado y jerárquicamente estructurado que se extiende desde los primeros años de vida

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Guided school visits to natural history museums in Israel: Teachers' roles

Cited by 94 publications

References 20 publications

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Development of Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out of School Settings

Las Visitas a Museos De Ciencias Y Su Relación Con La Escuela. Una Revisión Documental.

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