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Museum Trip to Enrich Environmental Awareness and Education

Yıl 2021, Cilt: 11 Sayı: 1, 13 - 23, 12.01.2021
https://doi.org/10.18497/iejeegreen.759224

Öz

Real-world knowledge via exposure activities could be positively enriched with the aid of situated learning. In a way to practice this theory and to revolutionize the educational system, this phenomenological-qualitative research was conducted to analyze how natural history museum supports the interest of STEM students towards the environmental issues. Specifically, this study ought to answer the research questions: how did natural history museum improve the interest of STEM students towards environmental issues?, what are the changes in students’ conceptions of learning environmental issues after the museum exposure?, how museums could make environmental issues seem more ‘real’ and urgent?, what opportunities the students received in meeting museum staff?, and how do students compare what they learn and how they learn environmental issues in formal and informal science settings? Data triangulation technique including observation, semi-structured questionnaire and focus group discussion was administered to 20 STEM students enrolled in a private educational institution in the Philippines through purposive-sampling during the year 2019. The results of the study showed patterns according to the students’ individual sensory experiences from the museum visit. The reports of the students were analyzed and emerged in four themes: solving environmental problems by means of education, causes and effects of environmental issues, inquiry-based learning of natural history, and interesting and realistic learning scheme. It was indicated that the natural history museum do support the interest and learning of STEM students towards environmental issues at some aspects.

Destekleyen Kurum

Philippine Normal University

Kaynakça

  • Adams, J. D. (2006). Using museum resources to enrich urban science education: Teacher agency, identity transformation, and creolized sciences [Unpublished doctoral dissertation]. The City University of New York.
  • Besar, P. (2018). Situated learning theory: The key to effective classroom teaching? HONAI: International Journal for Educational, Social, Political & Cultural Studies, 1(1), 49-60.
  • Chang, C., Huang, Y., & Chen, C. (2012). The impact of a science museum invoked learning environment (SMILE) on students. Journal of Baltic Science Education, 11(4), 357-366.
  • Chin, C. (2004). Museum experience – A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63-90. https://doi.org/10.1023/B:IJMA.0000026536.75034.34
  • DeWitt, J., & Osborne, J. (2010). Recollections of exhibits: Stimulated-recall interviews with primary school children about science centre visits. International Journal of Science Education, 32(10), 1365-1388.
  • DiFrancesco, P. (2011). The role of situated learning in experiential education: An ethnographic study of the knowledge-construction process of pharmacy students during their clinical rotations [Doctoral dissertation]. Graduate Doctoral Dissertations, Paper 29.
  • Dockett, S., Main, S., & Kelly, L. (2011). Consulting young children: Experiences from a museum. Visitor Studies, 14(1), 13-33. https://doi.org/10.1080/10645578.2011.557626
  • Griffin, J. (1998). Learning science through practical experiences in museums. Science & Technology Education, 20(6), 655-663.
  • Kivunja, C. (2015). Using De Bono’s six thinking hats model to teach critical thinking and problem solving skills essential for success in the 21st century economy. Creative Education, 6, 380-391. http://dx.doi.org/10.4236/ce.2015.63037
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Mujtaba, T., Lawrence, M., Oliver, M., & Reiss, M. J. (2018). Learning and engagement through natural history museums. Studies in Science Education, 54(1), 41-67. https://doi.org/10.1080/03057267.2018.1442820
  • Peter, N., & Kolsto, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at natural history museums, science museums and science centres. NorDiNa, 10(1), 90-104.
  • Plakitsi, K. (2013). Teaching science in science museums and science centers: Towards a new pedagogy? Activity Theory in Formal and Informal Science Education, 27-56.
  • Punzalan, C. H., Signo, C. M. C., Signo, M. T. C., & Marasigan, A. C. (2019). Environmental awareness of selected urban and rural high school students in the Philippines. i-manager’s Journal on School Educational Technology, 15(2), 15-25. https://doi.org/10.26634/jsch.15.2.16664
  • Tal, T., & Morag, O. (2007). School visits to natural history museums: Teaching or enriching? Journal of Research in Science Teaching, 44(5), 747-769.
  • Tran, L. U. (2006). Teaching science in museums: The pedagogy and goals of museum educators. Science Education. https://doi.org/10.1002/sce.20193
  • Wang, Y., & Chiou, S. (2018). An analysis of the sustainable development of environmental education provided by museums. Sustainability, 10, 4054. https://doi.org/10.3390/su10114054
Yıl 2021, Cilt: 11 Sayı: 1, 13 - 23, 12.01.2021
https://doi.org/10.18497/iejeegreen.759224

Öz

Kaynakça

  • Adams, J. D. (2006). Using museum resources to enrich urban science education: Teacher agency, identity transformation, and creolized sciences [Unpublished doctoral dissertation]. The City University of New York.
  • Besar, P. (2018). Situated learning theory: The key to effective classroom teaching? HONAI: International Journal for Educational, Social, Political & Cultural Studies, 1(1), 49-60.
  • Chang, C., Huang, Y., & Chen, C. (2012). The impact of a science museum invoked learning environment (SMILE) on students. Journal of Baltic Science Education, 11(4), 357-366.
  • Chin, C. (2004). Museum experience – A resource for science teacher education. International Journal of Science and Mathematics Education, 2, 63-90. https://doi.org/10.1023/B:IJMA.0000026536.75034.34
  • DeWitt, J., & Osborne, J. (2010). Recollections of exhibits: Stimulated-recall interviews with primary school children about science centre visits. International Journal of Science Education, 32(10), 1365-1388.
  • DiFrancesco, P. (2011). The role of situated learning in experiential education: An ethnographic study of the knowledge-construction process of pharmacy students during their clinical rotations [Doctoral dissertation]. Graduate Doctoral Dissertations, Paper 29.
  • Dockett, S., Main, S., & Kelly, L. (2011). Consulting young children: Experiences from a museum. Visitor Studies, 14(1), 13-33. https://doi.org/10.1080/10645578.2011.557626
  • Griffin, J. (1998). Learning science through practical experiences in museums. Science & Technology Education, 20(6), 655-663.
  • Kivunja, C. (2015). Using De Bono’s six thinking hats model to teach critical thinking and problem solving skills essential for success in the 21st century economy. Creative Education, 6, 380-391. http://dx.doi.org/10.4236/ce.2015.63037
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Mujtaba, T., Lawrence, M., Oliver, M., & Reiss, M. J. (2018). Learning and engagement through natural history museums. Studies in Science Education, 54(1), 41-67. https://doi.org/10.1080/03057267.2018.1442820
  • Peter, N., & Kolsto, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at natural history museums, science museums and science centres. NorDiNa, 10(1), 90-104.
  • Plakitsi, K. (2013). Teaching science in science museums and science centers: Towards a new pedagogy? Activity Theory in Formal and Informal Science Education, 27-56.
  • Punzalan, C. H., Signo, C. M. C., Signo, M. T. C., & Marasigan, A. C. (2019). Environmental awareness of selected urban and rural high school students in the Philippines. i-manager’s Journal on School Educational Technology, 15(2), 15-25. https://doi.org/10.26634/jsch.15.2.16664
  • Tal, T., & Morag, O. (2007). School visits to natural history museums: Teaching or enriching? Journal of Research in Science Teaching, 44(5), 747-769.
  • Tran, L. U. (2006). Teaching science in museums: The pedagogy and goals of museum educators. Science Education. https://doi.org/10.1002/sce.20193
  • Wang, Y., & Chiou, S. (2018). An analysis of the sustainable development of environmental education provided by museums. Sustainability, 10, 4054. https://doi.org/10.3390/su10114054
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Papers
Yazarlar

Christopher Punzalan 0000-0001-7030-2571

Lovella Escalante Bu kişi benim

Yayımlanma Tarihi 12 Ocak 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 1

Kaynak Göster

APA Punzalan, C., & Escalante, L. (2021). Museum Trip to Enrich Environmental Awareness and Education. International Electronic Journal of Environmental Education, 11(1), 13-23. https://doi.org/10.18497/iejeegreen.759224
AMA Punzalan C, Escalante L. Museum Trip to Enrich Environmental Awareness and Education. IEJEE-Green. Ocak 2021;11(1):13-23. doi:10.18497/iejeegreen.759224
Chicago Punzalan, Christopher, ve Lovella Escalante. “Museum Trip to Enrich Environmental Awareness and Education”. International Electronic Journal of Environmental Education 11, sy. 1 (Ocak 2021): 13-23. https://doi.org/10.18497/iejeegreen.759224.
EndNote Punzalan C, Escalante L (01 Ocak 2021) Museum Trip to Enrich Environmental Awareness and Education. International Electronic Journal of Environmental Education 11 1 13–23.
IEEE C. Punzalan ve L. Escalante, “Museum Trip to Enrich Environmental Awareness and Education”, IEJEE-Green, c. 11, sy. 1, ss. 13–23, 2021, doi: 10.18497/iejeegreen.759224.
ISNAD Punzalan, Christopher - Escalante, Lovella. “Museum Trip to Enrich Environmental Awareness and Education”. International Electronic Journal of Environmental Education 11/1 (Ocak 2021), 13-23. https://doi.org/10.18497/iejeegreen.759224.
JAMA Punzalan C, Escalante L. Museum Trip to Enrich Environmental Awareness and Education. IEJEE-Green. 2021;11:13–23.
MLA Punzalan, Christopher ve Lovella Escalante. “Museum Trip to Enrich Environmental Awareness and Education”. International Electronic Journal of Environmental Education, c. 11, sy. 1, 2021, ss. 13-23, doi:10.18497/iejeegreen.759224.
Vancouver Punzalan C, Escalante L. Museum Trip to Enrich Environmental Awareness and Education. IEJEE-Green. 2021;11(1):13-2.