There Is More to Touch than Meets the Eye: Haptic Exploration in a Science Museum

Autor/inn/en	Novak, Magdalena; Phelan, Siëlle; Lewalter, Doris; Schwan, Stephan
Titel	There Is More to Touch than Meets the Eye: Haptic Exploration in a Science Museum
Quelle	In: International Journal of Science Education, 42 (2020) 18, S.3026-3048 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novak, Magdalena) ORCID (Phelan, Siëlle) ORCID (Lewalter, Doris) ORCID (Schwan, Stephan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1849855
Schlagwörter	Science Education; Museums; Learning Processes; Photography; Exhibits; Personal Autonomy; Comparative Analysis; Evaluation Criteria; Cognitive Development; Learning Motivation; Affective Behavior; Learning Theories; Tactual Perception; Agriculture; Nutrition; Informal Education; Foreign Countries; Prior Learning; Learner Engagement; Interests; Tests; Outcomes of Education; Behavior Patterns; Germany + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Museum; Museumswesen; Museen; Learning process; Lernprozess; Fotografie; Individuelle Autonomie; Kognitive Entwicklung; Motivation for studies; Lernmotivation; Affective disturbance; Active behaviour; Affektive Störung; Learning theory; Lerntheorie; Taktile Wahrnehmung; Landwirtschaft; Ernährung; Informelle Bildung; Nichtformale Bildung; Ausland; Vorkenntnisse; Bildungsinteresse; Examination; Prüfung; Examen; Lernleistung; Schulerfolg; Deutschland
Abstract	Previous research from in and outside museums suggests that the haptic exploration of surfaces and objects have various educational benefits and can positively influence the museum visit experience. However, there is still a need for more research on the potential effects of object handling on museum learning, especially in science museums. The present study attempts to fill this research gap by investigating differences in museum visitors' science learning when presenting them with photos of objects, real objects, or objects that can be handled. We used a multi-criteria approach in which we examined both cognitive and motivational-affective aspects. We found that the participants who were allowed to haptically explore the exhibition's objects showed a higher recollection of the objects and accompanying text topics and reported a higher perceived autonomy compared to the participants in the other two experimental conditions. Unexpectedly, for situational interest as well as for positive and negative affect, the participants in the photo-condition reported higher values than the participants in the other two conditions. Implications for instructional uses of tangible objects and further directions for research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01