Studying natural history far from the museum: the impact of 3D models on teaching, learning, and motivation

Castro, Kathleen M. da Silva Alcântara; Amado, Talita Ferreira; Bidau, Claudio J.; Martínez, P.

doi:10.1080/00219266.2021.1877774

Cited by 10 publications

(3 citation statements)

References 30 publications

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“…and multimedia teaching. By using digital resources, learners can conveniently obtain resources and view the structures of exhibits at high resolution from different perspectives; thus, these resources improve the museum-learning effect, especially over a long-term period (Castro et al, 2021;Price et al, 2015). Chen & Lin (2014) noted that organizational systems in digital museum information architecture are the main factor affecting museum-learning performance and that well-organized information architecture is conducive to museum learning.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Effect sizes and research directions of technology application in museum learning: Evidence obtained by integrating meta‐analysis with co‐citation network analysis

Dai

Shen

2021

Computer Assisted Learning

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Background: Many researchers have explored the impact of various technologies in museums on learning effects. Whether the application of technology in informal museum learning is effective, is the current issue that scholars pay more attention to.Objectives: This study will find the evidence to determine the effects of technology use on museum learning outcomes, and identify the future research trends in the field of technology application in museum learning.Methods: This study used a meta-analysis method to statistically analyse the experimental and quasi-experimental research in this field, and explored the effect sizes of technology application on the learning effect of museums. And the co-citation network analysis method was used to analyse the distribution of academic groups and research institutions in this field and the changes in research hotspots. Results and Conclusions:The results show that technologies significantly enhance noncognitive learning. Significant differences exist in the effects of the moderating variables on the influence of technology on the learning outcomes of museum learning. The scholars engaged in this research field come from various countries or regions and institutions. The research hotspots of and extended research on technically supported museum learning have changed continually in the past decade.Major Takeaways: This study answers the question of "whether, how, and to what extent does the application of technology affect the learning effect of museums".According to the research conclusions, certain suggestions are proposed in this paper from the perspectives of researchers and museum institutions for the effective application of museum technology.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Effect sizes and research directions of technology application in museum learning: Evidence obtained by integrating meta‐analysis with co‐citation network analysis

Dai

Shen

2021

Computer Assisted Learning

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“…The use of 3D models for the purpose of representing historical events, archaeological finds, cultural monuments etc. is also common using various methodologies (Centofanti et al, 2014 andCastro et al, 2021). These options offer the chance to present maps in a variety of ways that are easily accessible to public.…”

Section: Gis As a Means Of Highlighting The History Of Piracymentioning

confidence: 99%

Smart Cities, G.I.S. and the Phenomenon of Piracy

Gourgourini

2024

ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci.

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Abstract. This article describes the ways a smart city can use Geospatial Information Systems (G.I.S.) to promote its history, focusing on the phenomenon of piracy. Specifically, definitions are given regarding the concept of Smart Cities and their correlation with G.I.S. Then an analysis is made concerning the ways in which historical phenomena, such as piracy, can be visualized using G.I.S. through the creation of interactive maps, 3D models and animated maps. References to historical facts are also presented in order to understand the need of creating such cartographic compositions to highlight aspects of history, that few know and even fewer have studied, especially in Greece. Moreover, we present the ways in which cartographic compositions can be demonstrated in the coastal settlements and the islands that were pirate strongholds. Finally, we show ways that these cartographic compositions can be hosted on a website, giving the possibility to access the information from all over the world, emphasizing the importance of highlighting local history.

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“…Fewer are aware of the natural history collections (NHCs) used primarily in research and their potential to be used in education by students and scientists (Humphrey, 1992). NHCs have traditionally been used to show physical characteristics of species in upper level “ology” courses (Hilton et al., 2021; Castro et al., 2022). Given the variety of careers within museums, NHCs can be used as a tool to provide undergraduate students access to research experiences and skill development in preparation for careers in or adjacent to science fields (Connors et al., 2021; Ellwood et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Student‐focused, career‐driven exploration in natural history museums through experiential education and mentorship: A model to intentionally increase the racial and ethnic diversity of students

Flemming

2023

Natural Sciences Education

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Being immersed in the processes of research can develop undergraduate students' science identities and support their persistence in pursuing science careers. However, it can be difficult for students to find opportunities for engaging in authentic scientific research. The professional staff and scientific objects in natural history museums provide such an opportunity that can create relationships through which both undergraduate students and museums benefit. Students require authentic practical experiences to better understand their academic fields and career trajectories, and museums require assistance curating and managing collections. This can be accomplished through mentorship, training, and research experience in a formal course. At the University of Florida, I developed and taught a course titled "Introduction to Natural History" that engaged students in projects in museum collections. Discussion sessions replaced lectures by introducing topics such as the concept of research, distinction between predictions and hypotheses, understanding of the nature of science, and how to conduct literature reviews. In 2019 and 2020, students completed a preand postcourse survey to gauge their understanding of science and their anticipated career trajectory. My results demonstrate that mentorship and authentic experiential science opportunities using museum collections enable students to realize a passion, sense of purpose, and better understanding of science and careers in science.

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Studying natural history far from the museum: the impact of 3D models on teaching, learning, and motivation

Cited by 10 publications

References 30 publications

Effect sizes and research directions of technology application in museum learning: Evidence obtained by integrating meta‐analysis with co‐citation network analysis

Effect sizes and research directions of technology application in museum learning: Evidence obtained by integrating meta‐analysis with co‐citation network analysis

Smart Cities, G.I.S. and the Phenomenon of Piracy

Student‐focused, career‐driven exploration in natural history museums through experiential education and mentorship: A model to intentionally increase the racial and ethnic diversity of students

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