Museum Learning: A Study of Motivation and Learning Achievement

Autor/inn/en	Wilde, Mathias; Urhahne, Detlef
Titel	Museum Learning: A Study of Motivation and Learning Achievement
Quelle	In: Journal of Biological Education, 42 (2008) 2, S.78-83 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
Schlagwörter	Constructivism (Learning); Student Evaluation; Museums; Learning Processes; Student Motivation; Foreign Countries; Grade 5; Learning Activities; Pretests Posttests; Self Determination; Theories; Teaching Methods; High Achievement; Academic Achievement; Science Instruction + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Museum; Museumswesen; Museen; Learning process; Lernprozess; Schulische Motivation; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Lernaktivität; Selbstbestimmung; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	According to Reinmann-Rothmeier and Mandl (2001), learning environments should provide an ideal balance between constructivist and instructive elements. Most interesting for constructivist learning processes is the combination of the cognitive and the motivational domain. In an empirical study with 207 fifth-graders of the highest stratification level, we evaluated three different approaches to the learning process based on a visit to the Natural History Museum in Berlin: the three approaches were principally characterised by closed, open and mixed tasks. One objective of our study was to assess learning achieved through the visit and the effect of different treatments. Another goal was to evaluate the motivation of the three treatment groups. We conducted a pre/post-test study with follow-up measurement. The test instruments consisted of 26 open and closed questions in the cognitive domain and a further 12 items (subdivided into four subsections) for measuring motivation according to self-determination theory. In contrast to our hypotheses based on constructivist theories, open tasks were less successful for gaining knowledge and less intrinsically motivating. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10