On Learning and
Learners
In Science and
Yael Bamberger
Under supervision of Dr.
The Department of Education in Technology
and Science, Technion
We usually connect the term "learning" with formal learning that occurs in schools and in higher
education, although we spend very little time in such settings. Much of our scientific
knowledge is informally acquired through
the Internet, TV, books, etc., and in nonformal settings such as museums,
nature centers and so forth.
My study examined the nature learning science in nonformal environments
and focused on students' learning in school visits to science and natural
history museums. Learning science out of interest and choice – such as allowed
by museums – is tremendously important nowadays, so students can acquire skills
that enable challenging the huge amount of information they are exposed to
beyond school.
The museum learning experience encompasses sensual, social and
intellectual components, and therefore, is individual and idiosyncratic. Prior
knowledge, previous experiences, attitudes, beliefs, and the ability to choose
and control one's learning are all elements that influence the personal context
of learning. The social context influences
the individual learning as well, and consequently, a student's learning is
different while on a class visit than during a family visit.
Each year, millions of students around the world, and thousands of
students in
Five museums with different size, location and foci, participated the
study, in which class visit were observed, and students and teachers were
interviewed.
The lecture will focus on the opportunities students have to choose
elements of the educational activities they were exposed to, and on the
influences of these opportunities on their learning. In addition, I will
present and discuss the idea of multiple learning outcomes and the long term
impacts of the visit. A comparison between the students' learning outcomes and
the teachers' perceptions will be presented as well.