Museums, conversations, and learning
In this study, 178 groups of visitors were interviewed and recorded during their visits to museums. Three clusters of elements were shown to influence learning: the identity of the visitors, their response to the learning environment, andtheir explanatory engagement during the visit. A structural eq...
- Autores:
-
Leinhardt, Gaea
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2014
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/48978
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/48978
http://bdigital.unal.edu.co/42435/
http://bdigital.unal.edu.co/42435/2/
- Palabra clave:
- science education
enseñanza de la ciencia
informal learning
conversation
museums
science education
aprendizaje informal
conversación
museos
educación científica
aprendizagem informal
conversação
museus
educação científica
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | In this study, 178 groups of visitors were interviewed and recorded during their visits to museums. Three clusters of elements were shown to influence learning: the identity of the visitors, their response to the learning environment, andtheir explanatory engagement during the visit. A structural equation model using these variables fit well. Further examination revealed that not all conversational behavior was supportive of learning; some actions, such as making frequent personal connections, were detrimental to learning; additionally, silent contemplation was modestly associated with learning. This paper discusses these findings through the experiences of four couples whose outcome measures placed them at the extreme high or low end of the learningdistribution. |
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