Hands-On Biology: A Museum-School-University Partnership for Enhancing Students' Interest and Learning in Science

Paris, Scott G.; Yambor, Kirsten M.; Packard, Becky Wai‐Ling

doi:10.1086/461894

Cited by 105 publications

(60 citation statements)

References 19 publications

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“…During a field trip, active participation in structured museum activities (hands-on activities, inquiry-based problem solving, discussion with peers, etc.) promotes student motivation (S. Hidi, Weiss, Berndorff, & Nolan, 1998;Paris, Yambor, & Packard, 1998) and learning (Cox-Petersen, Marsh, Kisiel, & Melber, 2003;Mortensen & Smart, 2007;Tofield, et al, 2003). Educational impact is increased by post-visit activities (D. Anderson, et al, 2000;Davidson, et al, 2010;Griffin, 1994).…”

Section: Discussionmentioning

confidence: 99%

Upper Secondary Students’ Situational Interest: A case study of the role of a zoo visit in a biology class

Dohn

2013

International Journal of Science Education

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This paper comprises a presentation of the findings of a case study that investigated how situational factors triggered 12 th grade students' interest during a field trip to a zoo. The purpose was to identify sources of interest and to investigate the attributes that make them interesting. Students' interest was investigated by a descriptive interpretive approach, based on data from classroom and field trip observations, video recording, interviews, and students' work. The findings provided evidence that substantial situational interest can be generated during a fieldtrip to a zoo. Students' interest was triggered by variables such as active involvement (hands-on activities), novelty, surprise, and knowledge acquisition (activities and provided information), and social involvement (opportunities for socialisation). The results show that strong interest is stimulated when several variables are in play simultaneously. The study implies that zoo visits can provide students with affective experiences, which can be a powerful way to stimulate students' learning motivation.

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Section: Discussionmentioning

confidence: 99%

Upper Secondary Students’ Situational Interest: A case study of the role of a zoo visit in a biology class

Dohn

2013

International Journal of Science Education

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“…While investigations into the effectiveness of inquiry as an instructional strategy have shown promise for increasing students' understanding of science (Chang and Mao 1999;Ertepinar and Geban 1996;Hakkarainen 2003), the nature of science (Schwartz et al 2004), and increasing students' interest and attitudes toward science (Cavallo and Laubach 2001;Chang and Mao 1999;Paris et al 1998), there remains debates, as well as problems of enactment. One example of the debates that can be found emerge as Settlage (2007) Johnston (2008) challenges these ideas in a response to Settlage (2007) as he argues that Settlage seemed to neglect that inquiry is not simply a teaching tool, but a teaching goal… It is a scientific endeavor in itself, allowing students to be themselves within a culture of scientific inquiry… The processes embraced by science that allow us to extract explanation from evidence are paramount to a citizen's understanding of science… Alas, in an era of highstakes testing in which much of science is stripped of its inquiry processes in favor of content factoids, it must be our obligation to make open inquiry a learning objective in our classrooms.…”

Section: Inquiry As An Instructional Strategymentioning

confidence: 99%

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

2010

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This study considers whether Model Based Inquiry (MBI) is a suitable mechanism for facilitating science as inquiry to allow students to develop deep understandings of difficult concepts, while also gaining better understandings of science process and the nature of science. This manuscript also considers time devoted to MBI in comparison to more traditional demonstration and lecture (TDL) teaching methods, while also revealing the MBI strategy implemented in the physics classroom. Pre-, post-, and delayed-revised versions of the Physics, Attitudes, Skills, and Knowledge Survey (PASKS) were administered to two groups of students, those taught a unit on buoyancy with a TDL instructional strategy (n = 26) and those taught the same buoyancy unit, but with the MBI instructional strategy (n = 28). The PASKS focuses on student achievement in terms of science content, science process/reasoning, nature of science, and student attitude toward science. Through quantitative methods the findings revealed statistical differences when considering the pre-, post-, and delayed-measures with significant differences found overall and on each scale. This indicated improved achievement overall and on each scale with the exception of attitude scale for both groups. Additionally, the findings revealed no statistical differences between groups (i.e., TDL & MBI).Keywords Model-based inquiry Á Physics Á Traditional lecture and demonstrations Á Student science outcome measures

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“…Henriksen and Jorde (2001) discovered that students not only reinforced prior knowledge after a museum visit but also learned the concepts they have met for the first time in the informal museum environment. According to Paris et al (1998), out-of-school activities can provide a certain level of increase in students' interest in science and can facilitate development in students' problem solving skills.…”

Section: Findings Regarding Predicting the Interest Scores Of The 8thmentioning

confidence: 99%

Determining the Influence of a Science Exhibition Center Training Program on Elementary Pupils’ Interest and Achievement in Science

Bozdoğan

Yalçın

2009

EURASIA J MATH SCI T

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Hands-On Biology: A Museum-School-University Partnership for Enhancing Students' Interest and Learning in Science

Cited by 105 publications

References 19 publications

Upper Secondary Students’ Situational Interest: A case study of the role of a zoo visit in a biology class

Upper Secondary Students’ Situational Interest: A case study of the role of a zoo visit in a biology class

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

Determining the Influence of a Science Exhibition Center Training Program on Elementary Pupils’ Interest and Achievement in Science

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