The Experts below are selected from a list of 31530 Experts worldwide ranked by ideXlab platform
Yael Bamberger - One of the best experts on this subject based on the ideXlab platform.
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the learning environment of Natural History Museums multiple ways to capture students views
Learning Environments Research, 2009Co-Authors: Yael Bamberger, Tali TalAbstract:This article describes an initial attempt to find out students’ perceptions of class visits to Natural History Museums, with regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades 6–8 students who visited four Museums of different sizes, locations and foci. Data sources included the Museum Constructivist Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question and semi-structured interviews with 50 students. The three instruments highlighted some differences in students’ perceptions of the visit. Opportunities for concrete experiences and cognitive and affective engagement were not covered by the M-CLES, while the nature of science was not discussed by the students in their responses to the open-ended item and the interviews. This suggests that each instrument has its advantages and limitations and, therefore, the three means for data collection enabled a complementary view. Based on our findings, we suggest further development of museum learning environment surveys to capture students’ perceptions.
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multiple outcomes of class visits to Natural History Museums the students view
Journal of Science Education and Technology, 2008Co-Authors: Yael Bamberger, Tali TalAbstract:The purpose of this study was to describe and understand the range of outcomes of class visits to Natural History Museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in Museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit. Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed the common outcomes and the impact of class visits to Natural History Museums in the short term. Comparisons between two types of Museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas for structuring the ultimate experience are included.
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learning in a personal context levels of choice in a free choice learning environment in science and Natural History Museums
Science Education, 2007Co-Authors: Yael Bamberger, Tali TalAbstract:The study aims to characterize contextual learning during class visits to science and Natural History Museums. Based on previous studies, we assumed that “outdoor” learning is different from classroom-based learning, and free choice learning in the Museums enhances the expression of learning in personal context. We studied about 750 students participating in class visits at four Museums, focusing on the levels of choice provided through the activity. The Museums were of different sizes, locations, visitor number, and foci. A descriptive-interpretative approach was adopted, with data sources comprising observations, semistructured interviews with students, and museum worksheets. Analysis of the museum activities has yielded four levels of choice that affect learning from no choice to free choice activities. The effectiveness of learning was examined as well by looking at task behavior, linkage to the students' prior knowledge and their school's science curriculum, and linkage to the students' life and experience. Our findings indicate that activities of limited choice offered scaffolding, allowed the students to control their learning, and enhanced deeper engagement in the learning process. Within all the choice opportunities, the students connected the visit to their own life experiences and to their prior knowledge, even when the guided activity scarcely addressed it. Critical responses were obtained mainly when the museum environment allows a variety of learning opportunities without directing the students. © 2006 Wiley Periodicals, Inc. Sci Ed91:75–95, 2007
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guided school visits to Natural History Museums in israel teachers roles
Science Education, 2005Co-Authors: Yael Bamberger, Orly MoragAbstract:Museums are favorite and respected resources for learning worldwide. In Israel, there are two relatively large science centers and a number of small Natural History Museums that are visited by thousands of students. Unlike other countries, studying museum visits in Israel only emerges in the last few years. The study focused on the roles and perceptions of teachers, who visited four Natural History Museums with their classes. The study followed previous studies that aimed at understanding the role teachers play in class visits to Museums (Griffin & Symington, 1997, Science Education, 81, 763–779; Cox-Petersen et al., 2003, Journal of Research in Science Teaching, 40, 200–218; Olsen, Cox-Petersen, & McComas, 2001, Journal of Science Teacher Education, 12, 155–173) and emphasized unique phenomena related to the Israeli system. None of the teachers interviewed for this study was an active facilitator, and in many cases the teachers had no idea regarding the field trip program and rationale. Our main findings support previous studies that indicated that teachers are hardly involved in planning and enacting the museum visit. An issue of concern, which came up in this study, is the tendency of Israeli schools to use subcontractor companies that plan and make all the museum arrangements. Unlike the common patterns described in the paper, a case study of unique teacher's function is presented as well. © 2005 Wiley Periodicals, Inc. Sci Ed89:920–935, 2005
Orly Morag - One of the best experts on this subject based on the ideXlab platform.
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school visits to Natural History Museums teaching or enriching
Journal of Research in Science Teaching, 2007Co-Authors: Orly MoragAbstract:This article describes a 3-year study of school visits to four Natural History Museums and addresses the research agenda with regard to out-of-school learning. More specifically, the findings focus on the process of learning in Museums. Comprehensive data collection allowed for an analysis of patterns of guided visits, the way the scientific content was conveyed to students, and the extent and types of social interactions thus enabled. Observations of 42 guided visits (grades 3–11) indicates that the main visitation pattern consisted of guide-centered and task-oriented activity. Analysis of questions asked by museum guides reveals that most of these questions required mainly lower-order thinking skills. A common questioning pattern was to ask rhetorical questions as a means of carrying on the lecture. Detailed analysis of the scientific vocabulary used by the guides indicates that they used much scientific jargon, with limited explanation. There was only limited social mediation provided by teachers and museum guides. A minority of teachers were involved in the activities or in helping the guide to clarify or in helping the students to understand the explanations. The overall data indicate limited opportunities for meaningful learning, suggesting that the Museums should shift from the traditional knowledge-transmission model of teaching to a more socioculturally contextualized model. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 747–769, 2007
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guided school visits to Natural History Museums in israel teachers roles
Science Education, 2005Co-Authors: Yael Bamberger, Orly MoragAbstract:Museums are favorite and respected resources for learning worldwide. In Israel, there are two relatively large science centers and a number of small Natural History Museums that are visited by thousands of students. Unlike other countries, studying museum visits in Israel only emerges in the last few years. The study focused on the roles and perceptions of teachers, who visited four Natural History Museums with their classes. The study followed previous studies that aimed at understanding the role teachers play in class visits to Museums (Griffin & Symington, 1997, Science Education, 81, 763–779; Cox-Petersen et al., 2003, Journal of Research in Science Teaching, 40, 200–218; Olsen, Cox-Petersen, & McComas, 2001, Journal of Science Teacher Education, 12, 155–173) and emphasized unique phenomena related to the Israeli system. None of the teachers interviewed for this study was an active facilitator, and in many cases the teachers had no idea regarding the field trip program and rationale. Our main findings support previous studies that indicated that teachers are hardly involved in planning and enacting the museum visit. An issue of concern, which came up in this study, is the tendency of Israeli schools to use subcontractor companies that plan and make all the museum arrangements. Unlike the common patterns described in the paper, a case study of unique teacher's function is presented as well. © 2005 Wiley Periodicals, Inc. Sci Ed89:920–935, 2005
Tali Tal - One of the best experts on this subject based on the ideXlab platform.
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the learning environment of Natural History Museums multiple ways to capture students views
Learning Environments Research, 2009Co-Authors: Yael Bamberger, Tali TalAbstract:This article describes an initial attempt to find out students’ perceptions of class visits to Natural History Museums, with regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades 6–8 students who visited four Museums of different sizes, locations and foci. Data sources included the Museum Constructivist Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question and semi-structured interviews with 50 students. The three instruments highlighted some differences in students’ perceptions of the visit. Opportunities for concrete experiences and cognitive and affective engagement were not covered by the M-CLES, while the nature of science was not discussed by the students in their responses to the open-ended item and the interviews. This suggests that each instrument has its advantages and limitations and, therefore, the three means for data collection enabled a complementary view. Based on our findings, we suggest further development of museum learning environment surveys to capture students’ perceptions.
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multiple outcomes of class visits to Natural History Museums the students view
Journal of Science Education and Technology, 2008Co-Authors: Yael Bamberger, Tali TalAbstract:The purpose of this study was to describe and understand the range of outcomes of class visits to Natural History Museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in Museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit. Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed the common outcomes and the impact of class visits to Natural History Museums in the short term. Comparisons between two types of Museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas for structuring the ultimate experience are included.
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learning in a personal context levels of choice in a free choice learning environment in science and Natural History Museums
Science Education, 2007Co-Authors: Yael Bamberger, Tali TalAbstract:The study aims to characterize contextual learning during class visits to science and Natural History Museums. Based on previous studies, we assumed that “outdoor” learning is different from classroom-based learning, and free choice learning in the Museums enhances the expression of learning in personal context. We studied about 750 students participating in class visits at four Museums, focusing on the levels of choice provided through the activity. The Museums were of different sizes, locations, visitor number, and foci. A descriptive-interpretative approach was adopted, with data sources comprising observations, semistructured interviews with students, and museum worksheets. Analysis of the museum activities has yielded four levels of choice that affect learning from no choice to free choice activities. The effectiveness of learning was examined as well by looking at task behavior, linkage to the students' prior knowledge and their school's science curriculum, and linkage to the students' life and experience. Our findings indicate that activities of limited choice offered scaffolding, allowed the students to control their learning, and enhanced deeper engagement in the learning process. Within all the choice opportunities, the students connected the visit to their own life experiences and to their prior knowledge, even when the guided activity scarcely addressed it. Critical responses were obtained mainly when the museum environment allows a variety of learning opportunities without directing the students. © 2006 Wiley Periodicals, Inc. Sci Ed91:75–95, 2007
Andrew N Iwaniuk - One of the best experts on this subject based on the ideXlab platform.
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the importance of scientific collecting and Natural History Museums for comparative neuroanatomy
Annals of the New York Academy of Sciences, 2011Co-Authors: Andrew N IwaniukAbstract:Thecomparativestudyofvertebratebrainsisinherentlydependentuponaccesstoasufficientnumberofspeciesandspecimens to perform meaningful comparisons. Although many studies rely on compiling published information,continued specimen collection, in addition to more extensive use of existing brain collections and Natural HistoryMuseums,arecrucialfordetailedneuroanatomicalcomparisonsacrossspecies.Thisreviewhighlightstheimportanceof collecting species through a variety of means, details a marsupial brain collection, and stresses the potential ofNatural History Museums as a resource for comparative neuroanatomy. By taking advantage of as many of theseresources as possible, researchers can rapidly increase species coverage and generate a better understanding of howthebrainevolves.Keywords: Natural History Museums; comparative method; neuroanatomy; marsupials; birds
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The importance of scientific collecting and Natural History Museums for comparative neuroanatomy.
Annals of the New York Academy of Sciences, 2011Co-Authors: Andrew N IwaniukAbstract:The comparative study of vertebrate brains is inherently dependent upon access to a sufficient number of species and specimens to perform meaningful comparisons. Although many studies rely on compiling published information, continued specimen collection, in addition to more extensive use of existing brain collections and Natural History Museums, are crucial for detailed neuroanatomical comparisons across species. This review highlights the importance of collecting species through a variety of means, details a marsupial brain collection, and stresses the potential of Natural History Museums as a resource for comparative neuroanatomy. By taking advantage of as many of these resources as possible, researchers can rapidly increase species coverage and generate a better understanding of how the brain evolves.
Daniel Dreesmann - One of the best experts on this subject based on the ideXlab platform.
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exhibitions and beyond the influence of an optional course on student teachers perceptions and future usage of Natural History Museums
Journal of Science Teacher Education, 2017Co-Authors: Pia Kreuzer, Daniel DreesmannAbstract:ABSTRACTNatural History Museums (NHMs) are important out-of-school learning settings for teaching science; therefore, familiarisation with NHMs is crucial for future teachers. This article presents a student teacher training program in the form of an optional module for Master of Education Biology students at a major German university that focuses on NHMs as out-of-school learning settings and important places of research. The course first imparted content as well as background knowledge about NHMs and their tasks and then provided the possibility to test a teaching unit that was designed by the student teachers with school students in a museum. In all, 27 student teachers participated in this study, which combined qualitative and quantitative data to evaluate the effects of the course. Data were supplied from 3 different sources: (a) a questionnaire in a pre-/posttest design, (b) reflective writings of the participants concerning the course, and (c) protocols of group discussions that were conducted befo...
