Learning science through practical experiences in museums

Griffin, Janette

doi:10.1080/0950069980200604

Cited by 52 publications

(46 citation statements)

References 8 publications

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“…This reasoning is in the line of Japanese superiority on test achievement on school science, which emphasized on using simple and everyday materials (Walbeg, 1991). This kind of activity provides opportunities for pupils to learn and acquire the concepts in informal setting (Griffin, 1998) of learning processes. As Lock (1998) identified, fieldwork such as this may be more effective than equivalent laboratory approaches.…”

Section: Resultsmentioning

confidence: 99%

“…Out school activities can provide opportunities to learn and to do science as well. In this regard, Griffin (1998) pointed out the importance of informal settings of learning processes, and showed how carefully planned museum-based experience could provide a vehicle to achieve some goals of practical work in school science. Lock (1998), realized that "the limited available empirical research findings suggest that field work may be more effective than equivalent teaching carried out in laboratory."…”

Section: Introductionmentioning

confidence: 99%

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The Effect Of Using Simple Equipment On The Acquisition Of Plan Map Concepts in the Vocational Schools

Fathiazar

2006

EURASIA J MATH SCI T

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ABSTRACT. The purpose of this study was to investigate the effectiveness of using simple equipment on teaching plan map concepts as a main topic in a surveying course of vocational education. Six groups of students, enrolled in the surveying course, were randomly selected and pre-tested to examine their experience on plan map concepts. Three groups received traditional methods of teaching and used theodolite in plan map-making, while the other three used simple equipment as an extra fieldwork activity. At the end of the semester, all participants were post-tested. A significant difference was found between experimental and control groups on post-test scores. Also, there was a significant difference between the two groups with respect to students' high-level understanding of plan map concepts.The use of the simple equipment was strongly recommended in science and vocational schools to overcome some main problems. KEYWORDS. Teaching Plan Map Concepts, Vocational Education.The most notable characteristics of vocational schools in Iran are to prepare skillful technicians to involve in the industrial development of the country. In this connection, the surveying course was offered to eleventh grade students in the vocational schools. The course introduces planimetry, altimetry, topographies, and other kinds of surveying, four hours a week during a semester. However, the planimetry is the main part of the course, which is called "plan map" with the following main objectives:1. The student knows common terms used in the plan map construction and interpretation.2. The student demonstrates skills in finding azimuth, scales, and other necessary variables in making plan map.3. The student uses the theodolite device correctly.4. The student properly measures leveling.5. The students construct and make a proper plan map in a given area.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect Of Using Simple Equipment On The Acquisition Of Plan Map Concepts in the Vocational Schools

Fathiazar

2006

EURASIA J MATH SCI T

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“…Deste modo, não basta conceituar ou definir os objetivos de uma instituição educacional de caráter informal, é preciso entender e avaliar suas potencialidades, sua proposta pedagógica, e verificar que lá a aprendizagem existe; é preciso procurar entender melhor de que maneira esse processo se desenvolve e, talvez mais importante ainda, quais são os fatores que podem influenciar na aprendizagem que ocorre nesses ambientes, tais como, a preparação e realização da visita e das atividades; características dos módulos; as ideias dos visitantes; as estratégias de comunicação e a presença dos monitores (Chagas, 1993;Griffin, 1998;Gil e Lourenço, 1999;Cuesta, et al, 2000Cuesta, et al, , 2002Cuesta, et al, , 2003Caldeira, Pina e Santos, 2003;Rennie, et al, 2003apud Ribeiro, 2005. Sendo assim, em um próximo trabalho, será apresentada uma proposta de caráter metodológico que possa fornecer um referencial teórico a essas instituições, e que dê indicações válidas aos pontos básicos aqui destacados, a fim de oferecer estratégias com potencial educativo para que se tornem ambientes apropriados para a aprendizagem das ciências.…”

Section: Costa E Dorrío (2010) Destacam a Importância Da Utilização Dunclassified

Visitando, pesquisando, aprendendo e brincando: uma revisão de atividades para o ensino informal de ciências

Sebastiany¹,

Pizzato²,

Pino³

et al. 2012

RBECT

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ResumoEste trabalho apresenta uma revisão acerca do papel do ensino informal em ciências. Dentre as discussões, está a diferenciação entre o ensino formal e o informal no que se refere à aprendizagem. Entre os resultados das pesquisas analisadas, destaca-se o fato de que os espaços de educação não formal são importantes complementos à escola. Verificou-se que as estratégias adotadas concebem estes espaços como locais de interação efetiva entre alunos, professores e monitores. O objetivo destas atividades, em geral, é a demonstração ou a simulação de fenômenos científicos. Finalmente, parece que as pesquisas em educação em ciências sobre ensino formal e informal buscam a compreensão de como as aprendizagens acontecem fora da escola com a intenção de construir um referencial teórico para essas práticas e processos de educação. Palavras-chave: ensino e aprendizagem, contexto informal, educação em ciências Abstract Visiting, investigating, learning and playing: a review of activities for informal science educationThis paper presents a review about the role of informal teaching in science. Among the discussions, distinction is presented between formal and informal education and its relationship with learning. The results of the surveys analyzed show that the spaces of non-formal education are important complements to the school. It was found that the strategies adopted conceive these spaces as places of effective interaction between students, teachers and monitors. The aim of these activities, in general, is a demonstration or simulation of scientific phenomena. Finally, it seems that research in science education on formal and informal education seeks an understanding of how learning happens outside the school with the intention of building a theoretical framework for these practices and education processes.

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“…Griffin (1998) mentions that museums provide to us the opportunity to explore using our hands and our minds in numerous and varied ways. They also provide unique opportunities to closely examine specimens (or objects), to understand detail and also allow appreciation of the big picture by providing a wide range of specimens or objects to allow comparisons.…”

Section: Geosciences Education In Greecementioning

confidence: 99%

The Contribution of Museums’ Digitalized Palaeontological Collections to the Scientific Literacy of Compulsory Education Students: The Case of an Interactive Multimedia Production of the Palaeontological and Geological Museum of the University of Athens

Fermeli

Dermitzakis

2017

geosociety

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Learning science through practical experiences in museums

Cited by 52 publications

References 8 publications

The Effect Of Using Simple Equipment On The Acquisition Of Plan Map Concepts in the Vocational Schools

The Effect Of Using Simple Equipment On The Acquisition Of Plan Map Concepts in the Vocational Schools

Visitando, pesquisando, aprendendo e brincando: uma revisão de atividades para o ensino informal de ciências

The Contribution of Museums’ Digitalized Palaeontological Collections to the Scientific Literacy of Compulsory Education Students: The Case of an Interactive Multimedia Production of the Palaeontological and Geological Museum of the University of Athens

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