Museums as avenues of learning for children: a decade of research

Andre, Lucija; Durksen, Tracy L.; Volman, Monique

doi:10.1007/s10984-016-9222-9

Cited by 141 publications

(98 citation statements)

References 55 publications

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“…Our two main results support the results of two recent meta-studies (Andre et al 2017;Rennie 2014) but also provide new information in relation to contemporary studies (Vennix et al 2017) related to museums and science centres as informal open learning environments.…”

Section: Resultssupporting

confidence: 90%

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: Resultssupporting

confidence: 90%

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

Salmi

Thuneberg

2018

Learning Environ Res

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“…Nowadays, museums have the task of not only storing and preserving historical values, but also of using them for learning purposes [13]. From the perspective of educational sciences, learning in museums is one form of situated learning [14,15] where access to a variety of knowledge is possible, providing learning opportunities that enhance individuals' interest in knowledge accumulated in museums, interacting with virtual artefacts, and enabling them to interact with substance and concreteness with the museum's intangible artefacts [16].…”

Section: Learning In Museumsmentioning

confidence: 99%

“…The age group for which the material can be used Adults (18+) School-age children (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18) Minors (up to 7)…”

Section: Focus Of Attentionmentioning

confidence: 99%

Virtual Museums as Learning Agents

Daniela

2020

Sustainability

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Virtual solutions for exhibiting museum collections are no longer a novelty, as such experiences already exist in the world, but the remote use of museum collections for learning purposes has so far not been widely used in the educational environment. This article analyzes virtual museum applications by evaluating them from a learning perspective, including 25 criteria in the evaluation rubric divided into three groups: (i) Technical performance; (ii) information architecture; and (iii) educational value. This will enable educators to select the most appropriate material for their specific learning purpose and to plan the most appropriate learning strategies by organizing training sessions to acquire knowledge that can be enhanced by museum information and teaching students digital skills in evaluating information available in the digital environment, analyzing its pros and cons to teach them how to develop new innovative solutions. The research is carried out from a phenomenological perspective; to be more precise, virtual museums are analyzed using the principles of transcendental design and a hermeneutic design is used to interpret the resulting data. A total of 36 applications of virtual museums were analyzed, whereupon the results were compiled using static data analysis software, while 13 applications were used for the hermeneutic data analysis. The results suggest that the strength of virtual museums is in information architecture, but less attention is paid to the educational value of the material, which points to the need to change the principles of virtual museum design and emphasizes the role of teachers in using virtual museums as learning agents.

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“…'s work is a review of research which found 44 studies on children's learning in museums from 2000–2012—but only six of these studies took place in children's museums, and only four of those six were empirical studies offering research‐based findings (Andre et al. ). This suggests that we really have very little evidence that children's museums are effective at reaching goals such as cultivating curiosity and fostering broad‐mindedness.…”

Section: Research In Children's Museumsmentioning

confidence: 99%

Children's Museums: A Look Back at the Literature

Herz¹

2017

Curator The Museum Journal

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This article examines nine articles from the Curator archive, from 1960-2017, on the topic of children's museums. It concludes that despite enormous changes in these museums over the 60-year span, there are a number of trends consistent in the literature. The article concludes with a call to museums to invest in research in order to understand the impact of our work, and to help us ensure we are really achieving what we claim to.

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Museums as avenues of learning for children: a decade of research

Cited by 141 publications

References 55 publications

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

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

Virtual Museums as Learning Agents

Children's Museums: A Look Back at the Literature

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