The Role of a Museum-Based Science Education Program in Promoting Content Knowledge and Science Motivation

Autor/inn/en	Martin, Andrew J.; Durksen, Tracy L.; Williamson, Derek; Kiss, Julia; Ginns, Paul
Titel	The Role of a Museum-Based Science Education Program in Promoting Content Knowledge and Science Motivation
Quelle	In: Journal of Research in Science Teaching, 53 (2016) 9, S.1364-1384 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21332
Schlagwörter	Role; Museums; Science Education; Learning Motivation; Self Efficacy; Elementary School Students; Secondary School Students; Informal Education; Medicine; Knowledge Level; Learning Processes; Recall (Psychology); Student Attitudes; Discovery Learning; Biology; Anatomy; Health; Program Descriptions; Learner Engagement; Science Achievement; Health Sciences + Suchen Sie Ihr Suchwort? Rollen; Museum; Museumswesen; Museen; Naturwissenschaftliche Bildung; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Sekundarschüler; Informelle Bildung; Nichtformale Bildung; Medizin; Wissensbasis; Learning process; Lernprozess; Abberufung; Schülerverhalten; Entdeckendes Lernen; Biologie; Anatomie; Gesundheit
Abstract	Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students' program-related content knowledge, self-efficacy, valuing, and aspirations. The study also investigated whether gains in content knowledge recall and motivation (as relevant to biology, anatomy, health) are associated with reported improvements in beliefs about health practices relevant to everyday life. The program aligned with a well-established tripartite engagement framework conforming to cognitive, behavioral, and emotional engagement principles as well as principles underpinning guided discovery learning. Among a sample of N = 167 (upper) elementary and secondary school students (aged 10-16 years, M = 12.62 years), we found significant gains in content knowledge recall (achievement) and science motivation (self-efficacy, valuing, aspirations) following participation in the science program. Additionally, gains in content knowledge recall and motivation were associated with reported improvements in beliefs about everyday health practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01