LEVERAGING EDUCATIONAL PATHWAY TO BRIDGE IN-SCHOOL AND OUT-OF-SCHOOL SCIENCE LEARNING: A COMPARISON OF DIFFERENT INSTRUCTIONAL DESIGNS

TitleLEVERAGING EDUCATIONAL PATHWAY TO BRIDGE IN-SCHOOL AND OUT-OF-SCHOOL SCIENCE LEARNING: A COMPARISON OF DIFFERENT INSTRUCTIONAL DESIGNS
Publication TypeJournal Article
Year of Publication2012
AuthorsChang, C-Y, Hagmann, J-G, Chien, Y-T, Cho, C-W
JournalJournal of Baltic Science Education
Volume11
Issue3
Start Page275-284
Date PublishedSeptember/2012
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1010412
Keywordseducational pathways, learning environments, non-formal learning, online learning resources
Abstract

A short look on any science center or science museum website reveals that significant amounts of online educational resources have been developed in recent years. However, how can the non-formal online learning resources of science centers/museums support learning activities inside schools? This study leverages the educational pathway of energy resources, designed by the European Open Science Resources project and the Deutsches Museum, to develop in-school learning activities. This research explores the impact of different instructional approaches incorporating the educational pathway, including the Self-Guided Educational Pathway (SGEP) and Teacher-Guided Educational Pathway (TGEP), on Taiwanese high-school students’ science learning outcomes. The results indicate that the TGEP approach provides students significantly higher knowledge gains than the SGEP approach. Moreover, the TGEP approach significantly maintained students’ positive attitudes toward science learning, museum learning, and online museum learning than did the SGEP approach. The results are discussed in terms of both pedagogical designs and the social culture of Eastern Asia.

URLhttp://journals.indexcopernicus.com/abstracted.php?level=5&icid=1010412
Refereed DesignationRefereed
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