Making the invisible observable by Augmented Reality in informal science education context

Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari–Pauliina

doi:10.1080/21548455.2016.1254358

Cited by 74 publications

(41 citation statements)

References 30 publications

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“…His criticism of the passive pedagogy of science education derives implicitly from Dewey's ideas (1938) expressed in his thesis of 'learning by doing'. The same approach can be seen in contemporary developments in science centre pedagogy (Braund and Reiss 2004;Salmi 1993Salmi , 2003Salmi et al 2017): The famous 'hands-on' principle articulated by Oppenheimer is a cornerstone of the interaction in modern science centres. What Dewey and modern science centre pedagogy share is the emphasis on motivation, free will and the learner's own activity which is stimulated by the context and is not forced.…”

Section: Informal Science Learning In Open Learning Environmentsmentioning

confidence: 99%

“…The role of informal learning is increasing with the growing impact of new technologies (Radu 2014), digitalisation and research results related to our everyday lives. Lifelong learning in modern societies needs new practical forms , and thus, informal education has become a widely accepted and integrated part of school systems during the last three decades (Fenichel and Schweingruber 2010;Salmi 1993;Salmi et al 2017). Out-of-school education forms a pedagogical link between formal education and informal learning (Braund and Reiss 2007;Rennie et al 2003) because it is a term included in school legislation in several countries (Rennie 2014).…”

Section: Informal Science Learning In Open Learning Environmentsmentioning

confidence: 99%

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The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

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The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition (N = 256) in Finland. The pupils were sixth-graders with an average age of 12 years 6 months. Autonomy experience, as measured by the Relative Autonomy Index (RAI), had an effect on how the pupils liked learning science both at school and in a science centre context. The more autonomous that students feel, the more likely it is that they have intrinsic motivation in learning science. The RAI also predicted momentary situational motivation. The most important enhancer of situation motivation was liking science learning at school, but this was true only among boys; nevertheless, in general, girls were somewhat more motivated by the science exhibition than boys. There was no gap between boys and girls in postknowledge testing, suggesting that girls benefitted more from the science centre learning experience than boys. Although gender differences in the knowledge tests leveled, students having higher reasoning ability, measured by Raven, gained more from the exhibition than the others. Post-knowledge was explained most by pre-knowledge, but the overall substantial learning results were enhanced directly and indirectly by the motivational factors. The practical implication for the science centres is to offer both teachers and pupils learning materials to be used before and after the visits.

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Section: Informal Science Learning In Open Learning Environmentsmentioning

confidence: 99%

Section: Informal Science Learning In Open Learning Environmentsmentioning

confidence: 99%

The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

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“…However, these results contradict the earlier reports in the literature [cf. [62]], which indicates that the high achievers benefit from the informal learning settings like science center exhibitions most of all.…”

Section: Discussionmentioning

confidence: 99%

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Thuneberg

Salmi

Fenyvesi

2017

Education Research International

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The current science, technology, engineering, art, math education (STEAM) approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants ( = 256) were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN) in pre-and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.

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“…They used AR-based motion-sensing software and results showed that it could increase their learning and attitude. Salmi et al [57] investigated motivational and cognitive aspects of informal learning while using AR technology in learning process and made a SEM path analysis. They focused on science education and found that AR was effective especially in lowest achieving group and for girls.…”

Section: Using Augmented Reality In Secondary Educationmentioning

confidence: 99%