Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

Autor/inn/en	Peleg, Ran; Baram-Tsabari, Ayelet
Titel	Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences
Quelle	In: Journal of Science Education and Technology, 26 (2017) 6, S.561-581 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peleg, Ran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-017-9698-9
Schlagwörter	Science Education; Robotics; Science Teaching Centers; Museums; Theater Arts; Drama; Outcomes of Education; Experiential Learning; Informal Education; Educational Environment; Social Environment; Prior Learning; Learner Engagement; Elementary Secondary Education; Context Effect; Questionnaires; Semi Structured Interviews; Pretests Posttests; Experimental Groups; Control Groups; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Robotertechnik; Museum; Museumswesen; Museen; Theaterwissenschaft; Schauspiel; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Informelle Bildung; Nichtformale Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Vorkenntnisse; Fragebogen; Ausland
Abstract	Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play "Robot and I", addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01