Abstract
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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The research reported here was supported by Israel Science Foundation (ISF—# 838/02-32.0) and by an Israel Foundations Trustees grant. Any opinions expressed in this work are those of the authors and do not necessarily represent those of either funding agency.
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Bamberger, Y., Tal, T. The learning environment of natural history museums: Multiple ways to capture students’ views. Learning Environ Res 12, 115–129 (2009). https://doi.org/10.1007/s10984-009-9057-8
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DOI: https://doi.org/10.1007/s10984-009-9057-8