ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related institutions.
*****************************************************************************
Congratulations, Kirsten, on doing what so many of us forget to do:
answer the original question! :)
Bill
Bill Watson
Education Director
Gulf Coast Exploreum Science Center
Mobile, AL
(251) 208-6851
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Visit the all-new permanent exhibit MINDS ON HALL, featuring
cutting-edge technology exhibits and the Ciba Hands-on
Science Lab.
Now playing in the Gulf Coast's only IMAX Dome
Theater: SHACKLETON'S ANTARCTIC ADVENTURE
and NASCAR.
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-----Original Message-----
From: Informal Science Education Network
[mailto:[log in to unmask]] On Behalf Of Kirsten Ellenbogen
Sent: Wednesday, April 28, 2004 12:20 PM
To: [log in to unmask]
Subject: Re: educational research query
ISEN-ASTC-L is a service of the Association of Science-Technology
Centers
Incorporated, a worldwide network of science museums and related
institutions.
************************************************************************
*****
Dear Lisa,
There are many related articles, but they don't focus so much on
school-based assessment as a valid measure of the impact of the museum
experience. There are some studies specifically relevant to what you are
talking about, though (although there may not be one ideal study that
gets at the all the issues you're raising).
Two good overview articles are:
Anderson, D., Lucas, K.B., & Ginns, I.S., (2003). Theoretical
perspectives on learning in an informal setting. Journal of Research in
Science Teaching, 40(2), 177-199.
Paris, S.G. & Hapgood, S.E. (2002). Children learning with objects in
informal learning environments. In S.G. Paris (Ed.), Perspectives on
object-centered learning in museums (pp. 37-54). Mahwah, NJ: Erlbaum.
Other useful ones are:
Cox-Peterson, A.M., Marsh, D.D., Kisiel, J., & Melber, L.M. (2003).
Investigation of guided school tours, student learning, and science
reform recommendations at a museum of natural history. Journal of
Research in Science Teaching, 40(2) 200-218.
Falk, J.H. & Dierking, L.D. (1997). School field trips: Assessing their
long term impact. Curator, 40, 211-218.
Stevenson, J. (1991). The long-term impact of interactive exhibits.
International Journal of Science Education, 13, 521-531.
Good luck,
Kirsten
*******************************************
Kirsten Ellenbogen
Institute for Learning Innovation
166 West Street, Annapolis, MD 21401
Phone: 410-268-5149 Fax: 410-268-2179
www.ilinet.org
-----Original Message-----
Can anyone steer me in the right direction re research findings? Here's
my
question:
I know that there's plenty of research that says that kids learn from
hands-on science experiences. Is there any research that show that kids
can translate what they learn in a hands-on setting into correct answers
on a standard worksheet or test?
For example -- a child learns from experience (by building with gumdrops
and
toothpicks) that a pyramid is stronger than a cube. Two weeks later,
he/she is presented with a formal in-school test in which a pyramid,
cube and cylinder are pictured in two dimensions. The question asks:
which is strongest? Can the child go back in his mind to the hands-on
experience and translate the hands-on experience into an abstract test
response? And... is there any technique by which this kind of retention
and translation can be facilitated?
Thanks a million!!
Lisa
Lisa Jo Rudy, Writer/Consultant
625 Chelten Hills Drive
Elkins Park, PA 19027
www.lisarudy.com
215-635-9735
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More information about the Informal Science Education Network and the
Association of Science-Technology Centers may be found at http://www.astc.org.
To remove your e-mail address from the ISEN-ASTC-L list, send the
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