The Field Trip Milieu: Learning and Behavior as a Function of Contextual Events

Falk, John H.; Balling, John D.

doi:10.1080/00220671.1982.10885418

Cited by 124 publications

(68 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Since museums are typically free-choice learning settings, the experience is generally voluntary, nonsequential, and highly reactive to what the setting affords (Falk & Dierking, 2000). As such, visitor learning has been shown to be strongly influenced by how successfully visitors are able to orient within the space (e.g., Evans, 1995;Falk & Balling, 1982;Falk, Martin, & Balling, 1978;Kubota & Olstad, 1991;Hayward & Brydon-Miller, 1984); being able to confidently navigate within a complex three-dimensional environment turns out to be highly correlated with what and how much an individual learns. Similarly, intellectual navigation, as supported by quality advance organizers (Anderson & Lucas, 1997;Falk, 1997), has been shown to affect visitor learning from museums.…”

Section: Contextual Model Of Learningmentioning

confidence: 99%

Using the contextual model of learning to understand visitor learning from a science center exhibition

2005

View full text Add to dashboard Cite

Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute to learning outcomes when not studied in isolation? and (2) Does the Contextual Model of Learning provide a useful framework for understanding learning from museums? A repeated measure design including interviews and observational and behavioral measures was used with a random sample of 217 adult visitors to a life science exhibition at a major science center. The data supported the contention that variables such as prior knowledge, interest, motivation, choice and control, within and between group social interaction, orientation, advance organizers, architecture, and exhibition design affect visitor learning. All of these factors were shown to individually influence learning outcomes, but no single factor was capable of adequately explaining visitor learning outcomes across all visitors. The framework provided by the Contextual Model of Learning proved useful for understanding how complex combinations of factors influenced visitor learning. These effects were clearerest when visitors were segmented by entry conditions such as prior knowledge and interest.C 2005 Wiley Periodicals, Inc. Sci Ed 89: 744 -778, 2005

show abstract

Section: Contextual Model Of Learningmentioning

confidence: 99%

Using the contextual model of learning to understand visitor learning from a science center exhibition

2005

View full text Add to dashboard Cite

show abstract

“…A recent study from Guyana has shown that such visits hardly affect students' environmental attitudes (Borgerhoff Mulder et al, 2009). However, other studies have shown that activities such as a single field trip or a short visit to an informal learning setting can successfully promote cognitive learning, even in the long term (Falk & Balling, 1982;Bitgood, 1989;Lindemann-Matthies & Kamer, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Impact of a Short Conservation Education Workshop on Argentinean Students’ Knowledge about and Attitudes towards Species

Nates¹,

Campos²,

Lindemann‐Matthies³

2012

EURASIA J MATH SCI T

View full text Add to dashboard Cite

“…Falk and Balling (2001) refer to settings that should be of appropriate novelty. Sit.es should provide children with new, interesting and clearly discriminable events or activities, without the distraction of irrelevant stimuli or overly lengthy visits.…”

mentioning

confidence: 99%

“…The early work of Falk and Balling (2001) describes the most valuable and memorable learning experiences outside the classroom as 'novel' experiences -those that are II • • CHILDRIN LEARNING OUTSIDE THE CLASSROOM new, and of high int.erest. In their research on the long-tern,.…”

mentioning

confidence: 99%

Children Learning Outside the Classroom

Milne¹

2017

Teaching Design and Technology Creatively

View full text Add to dashboard Cite

The Field Trip Milieu: Learning and Behavior as a Function of Contextual Events

Cited by 124 publications

References 22 publications

Using the contextual model of learning to understand visitor learning from a science center exhibition

Using the contextual model of learning to understand visitor learning from a science center exhibition

The Impact of a Short Conservation Education Workshop on Argentinean Students’ Knowledge about and Attitudes towards Species

Children Learning Outside the Classroom

Contact Info

Product

Resources

About