Supporting Adolescents' History Museum Visit With Three Different Guide Types

• In Event: AERA Poster Session 13
  In Poster Session: Informal Learning Environments Research SIG Poster Session (San Diego)

Abstract

We examined knowledge constructed by three groups of 7th-8th graders (N=75) during a history museum visit. Each group’ learning was supported by one of three guide-types differing in their medium for presenting the content – information and tasks (digital vs. printed) and their pedagogy (constructivist vs informative). Knowledge construction was examined via mix method analysis of responses to pre- and post-intervention questionnaires. Although no significant differences in knowledge quantity between conditions was found, the benefit for knowledge quality of constructivism and especially in the booklet condition was clearly revealed. We discuss the affordances and constraints of learning in a history museum with the different guides and the implications for their design.

Authors

• Billie Eilam, University of Haifa

• Merav yosfan, University of Haifa of Israel

• Alan Wecker, University of Haifa

• Joel Lanir, University of Haifa