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科技场馆学习中社会互动的特征及影响因素 被引量：15

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摘要 科技场馆学习是国际科学教育领域近20年来的研究热点,其中关于场馆学习中社会互动的研究更是学者们关注的焦点。文章从家庭和学校两种团体参观形式出发,具体分析了家庭成员之间、学生同伴之间和师生之间的社会互动特点以及影响互动效果的因素,并提出未来应着力研究中国发展背景下的社会互动类型与特点,深入探讨影响观众学习效果的关键因素及影响机制。
作者 伍新春 季娇 曾筝 谢娟 尚修芹 胡艳蕊
机构地区 北京师范大学心理学院 不详
出处 《首都师范大学学报（社会科学版）》 CSSCI 北大核心 2010年第5期79-83,共5页 Journal of Capital Normal University：Social Science Edition
基金 北京市自然科学基金资助项目“中小学生科技场馆学习的特点和影响因素研究”(9073017) 中国科学技术协会“科技馆活动进校园”专项基金 加拿大驻华大使馆“加拿大研究特别奖励基金”(SACS)
关键词 社会互动 社会建构 场馆科学学习
分类号 B849 [哲学宗教—应用心理学]
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参考文献19

  • 1Dierking, L. D., Ellenbogen, K. M. & Falk, J. H. In principle, in practice: Perspectives on a decade of museum learning research (1994-2004). Science Education, 2004, 88:1-3.
  • 2伍新春,曾筝,谢娟,康长运.场馆科学学习：本质特征与影响因素[J].北京师范大学学报（社会科学版）,2009(5):13-19. 被引量：86
  • 3伍新春,谢娟,尚修芹,季娇.建构主义视角下的科技场馆学习[J].教育研究与实验,2009(6):60-64. 被引量：24
  • 4Chi, M.T.H. , Roy, M. , & Hausmann, R. G. M. Observing tutorial dialogues collaborativelyl Insights about human tutoring effectiveness from vicarious learning. Cognitive Science, 2008,32:301 -341.
  • 5Falk J. & Storksdieck M. Using the contextual model of learning to understand visitor learning from a science center exhibition. 2005, 89 (5) : 744 - 778.
  • 6Palmquist, S. & Crowley, K. From Teachers to testers: How Parents Talk to Novice and Expert Children in a Natural History Museum. Science Education, 2007, 91 (5): 783- 804.
  • 7Hohenstein, J. & Tran, L. U. Use questions in exhibit labels to generate explanatory conversation among science museum visitors. International Journal of Science Education, 2007, 29 (12) : 1557 -1580.
  • 8Gutwill, J. Observing APE. In Humphrey T. , GutwiU, J. & the Exploratorium Team ( Eds. ), Fostering active prolonged engagement: The art of creating APE exhibits. San Francisco: Exploratorium, 2005 : 5 - 21.
  • 9Fender, J. G. & Crowley, K. How parent explanation changes what children learn from everyday scientific thinking. Journal of Applied Developmental Psychology, 2007, 28 (3) : 189 - 210.
  • 10Nielsen, W S., Nashon, S. & Anderson, D. Metacognitive engagement during field-trip experiences: A case study of students in an amusement park physics program. Journal of Research in Science Teaching, 2008, 46 (3) : 265 -288.

二级参考文献44

  • 1何薇.中国公众科学素养调查结果回顾[J].民主与科学,2004(5):10-13. 被引量：21
  • 2张建伟,孙燕青.建构性学习[M].上海:上海教育出版社,2005
  • 3FALK J H, STORKSDIECK M. Using the contextual model of learning to understand visitor learning from a science center exhibition [J]. Science Education, 2005, 89(5) : 744-778.
  • 4ANDERSON D, LUCAS K B, GINNS I S. Theoretical perspectives on learning in an informal setting [J]. Journal of Research in Science Teaching, 2003, 40(2) : 177-199.
  • 5FALK J H, DIERKING L D. Learning from museums: Visited experience and the making of meaning [M]. New York: AltaMira Press,2000.
  • 6SANDIFER C. Technological novelty and open-endedness: Two characteristics of interactive exhibits that contribute to the holding of visitor attention in a Science Museum [J]. Journal of Research in Science Teaching, 2003, 40(2): 121-137.
  • 7SANDIFER C. Time-based behaviors at an interactive science museum: Exploring the differences between weekday/weekend and family/nonfamily visitors [J]. Science Education, 1997, 81: 689-701.
  • 8BORUN M. Object- based learning and family groups. In S. Paris (Ed.), Perspectives on object-centered learning in museums [M]. London: LEA, 2002: 245-259.
  • 9MCMANUS P M. It's the company you keep: The social determination of learning-related behavior in a science museum [J]. The International Journal of Museum Management and Curatorship, 1987, 6: 263-270.
  • 10PALMQUIST S, CROWLEY K. From teachers to testers: How parents talk to novice and expert children in a natural history museum [J]. Science Education, 2007, 91(5) :783-804.

共引文献99

同被引文献118

引证文献15

二级引证文献105

首都师范大学学报（社会科学版）
2010年 第5期

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