<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chang, C. Y.</style></author><author><style face="normal" font="default" size="100%">Yu-Ching Huang</style></author><author><style face="normal" font="default" size="100%">Chen-Yuan Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF A SCIENCE MUSEUM INVOKED LEARNING ENVIRONMENT (SMILE) ON STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">earth science curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Perception</style></keyword><keyword><style  face="normal" font="default" size="100%">science museum teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419169083.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aims to develop an ESSMIM (Earth System-Science Museum Instructional Module) and evaluate its impacts on 11th grade high-school students’ expected and actual perceptions of a Science Museum invoked Learning Environment (SMiLE). The ESSMIM was designed following the principles of the “Earth System Education (ESE) learning cycle mode” (Chang, 2005): Engage, Explore, Analysis/Explain, as well as Apply and Evaluate. In terms of research design, a one group pretest posttest research design was adopted. The research subjects were a group of 11th grade students from a national senior high-school in Taiwan. Students’ expected and actual perceptions of SMiLE were investigated through the “SMiLE Inventory”. The results of this study showed that: (1) students’ scores, of expected SMiLE Inventory, both before and after the experimental teaching were higher than their actual SMiLE scores, (2) compared with previous actual experiences, ESSMIM created a SMiLE which was closer to students’ expectation, and (3) after experiencing the ESSMIM, the difference between students’ expectations and their actual experience of SMiLE was reduced.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">357-366 </style></section></record></records></xml>