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Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View

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Abstract

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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Acknowledgements

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 either those of the funding agencies.

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Authors and Affiliations

  1. Department of Education in Technology and Science, Technion, Haifa, 32000, Israel

    Yael Bamberger & Tali Tal

Authors
  1. Yael Bamberger
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  2. Tali Tal
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Corresponding author

Correspondence to Yael Bamberger.

Appendix

Appendix

Student interview protocol (comments to interviewers)

  • What did you see in the visit? (Wait for a minute. Probe deeply, for as many details possible. Ask leading questions, if needed, like: what did you do first? What did you see there?)

  • What was the most interesting or impressive thing for you? (Wait for a minute. Remind the previous answer, if needed)

  • What did you enjoy the most? (Ask for reasons)

  • What did not you enjoy the most? What did you enjoy the least? (Ask for reasons)

  • Would you like to go back to the museum? Why?

  • What did you like in the museum?

  • Indicate two new things you have learned in the museum (Probe deeply, for many details)

  • Would you recommend a museum visit to your friends? Why?

  • Do you have questions that you want to ask the guide? Did you/others ask him/her during the visit? Did she/he answer? (Ask for the questions and the answers)

  • What were the most enjoyable things you did with friends? (Ask for details and reasons)

  • Did you do something with your friends that referred to learning? If yes, how? (Ask for specific examples)

  • Did you learn or do something in the museum that connected to things you learned at school? (Ask for details: When? In which class? Was there any pre-visit preparation?)

  • Did you learn or do something in the museum that is connected to things you learned, did or knew in out of school settings? (Like with family, T.V., books, and so forth. Ask for specific examples and sources of knowledge)

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Bamberger, Y., Tal, T. Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View. J Sci Educ Technol 17, 274–284 (2008). https://doi.org/10.1007/s10956-008-9097-3

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