Modification of a School Programme in the Deutsches Museum to Enhance Students' Attitudes and Understanding

Olga Stavrova*, Detlef Urhahne

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

24 Citations (Scopus)

Abstract

The study examines the nature, conditions, and outcomes of student learning from an organised guided tour in the Deutsches Museum in Munich. The instructional methods that best support students' cognitive and affective learning as well as how students' motivational and emotional states influence their achievement were investigated. A sample of 96 secondary school students took part in two different versions of a guided tour on an energy topic. The tours varied in the degree of support of students' active involvement, group work, and the variety of general activities offered during the tour. The data collected indicate that both tour versions led to an increase in student understanding of the visit topic to nearly the same extent. However, the version stimulating students' active participation, group work, and including a larger variety of activities aroused more positive attitudes. Students of the modified school programme showed higher interest and intrinsic motivation, felt more competent, and were less bored after the guided tour. In addition, the results suggest that students' visit-related emotional states predict the degree of their post-visit topic understanding, even when demographics and prior knowledge are taken into consideration.

Original languageEnglish
Article number919188904
Pages (from-to)2291-2310
Number of pages20
JournalInternational journal of science education
Volume32
Issue number17
DOIs
Publication statusPublished - 2010
Externally publishedYes

Keywords

  • Attitudes
  • Guided tour
  • Learning
  • Museum
  • Secondary school
  • INTERACTIVE SCIENCE CENTER
  • NATURAL-HISTORY
  • CLASS VISIT
  • FIELD TRIP
  • ACHIEVEMENT
  • MOTIVATION
  • KNOWLEDGE
  • STRATEGIES
  • MODELS
  • IMPACT

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