Literaturnachweis - Detailanzeige
Autor/inn/en | Zhou, Ji; Urhahne, Detlef |
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Titel | Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals |
Quelle | In: Scandinavian Journal of Educational Research, 61 (2017) 4, S.394-410 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhou, Ji) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
DOI | 10.1080/00313831.2016.1147071 |
Schlagwörter | Metacognition; Museums; Learning Strategies; Help Seeking; Science Education; Prediction; Self Efficacy; Questionnaires; Self Concept; Informal Education; Likert Scales; Foreign Countries; Correlation; Multiple Regression Analysis; Statistical Analysis; Germany Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Museum; Museumswesen; Museen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Naturwissenschaftliche Bildung; Vorhersage; Self-efficacy; Selbstwirksamkeit; Fragebogen; Selbstkonzept; Informelle Bildung; Nichtformale Bildung; Likert-Skala; Ausland; Korrelation; Statistische Analyse; Deutschland |
Abstract | Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be clustered into 4 groups and their cluster identity can also predict the intended learning strategies. The second investigation asked 244 visitors about their actual learning strategies and motivational appraisals (self-efficacy and control beliefs) after visiting. In all, 5 kinds of learning strategies were found: elaborating, help-seeking, effort-making, reorganizing, and surface-learning. These strategies can further predict their motivational appraisals. The characteristics of SRL in the informal learning context were discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |