衡量非正规科学教育经验的长期影响:挑战和潜在解决方案

Nancy L Staus, John H Falk, Aaron Price, Robert H Tai, Lynn D Dierking
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引用次数: 0

摘要

尽管大多数科学学习都是在校外进行的,但人们对参与非正规科学学习(ISL)经历如何长期影响学习者的知识、技能发展、兴趣或身份却知之甚少。尽管大量的非正规科学学习研究已经记录了短期成果,比如在参观科学中心期间的学习,但研究表明,非正规体验的真正益处是学习者在最初的教育活动之后,通过 "串联 "体验而产生的长期转变。然而,一些重大的方法论挑战限制了调查 ISL 体验长期效果的纵向研究项目。在本文中,我们将围绕如何研究和测量 ISL 体验的长期效果或影响这一关键而又具有挑战性的领域,确定并解决四个关键问题:归因、自然减员、数据收集和分析方法。我们的目标是为希望参与学习者成果长期调查的 ISL 研究人员提供指导,并就如何最好地应对这项工作所涉及的众多挑战展开对话。
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Measuring the long-term effects of informal science education experiences: challenges and potential solutions.

Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners' knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a "cascade" of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

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