Leveraging educational pathway to bridge in-school and out-of-school science learning

A comparison of different instructional designs

Chun-Yen Chang, Johannes Geert Hagmann, Yu Ta Chien, Chung Wen Cho

Research output: Contribution to journalArticle

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.

Original languageEnglish
Pages (from-to)275-284
Number of pages10
JournalJournal of Baltic Science Education
Volume11
Issue number3
Publication statusPublished - 2012 Dec 1

Fingerprint

museum
science
school
learning
resources
teacher
student
website
energy
knowledge

Keywords

  • Educational pathways
  • Learning environments
  • Non-formal learning
  • Online learning resources

ASJC Scopus subject areas

  • Education

Cite this

Leveraging educational pathway to bridge in-school and out-of-school science learning : A comparison of different instructional designs. / Chang, Chun-Yen; Hagmann, Johannes Geert; Chien, Yu Ta; Cho, Chung Wen.

In: Journal of Baltic Science Education, Vol. 11, No. 3, 01.12.2012, p. 275-284.

Research output: Contribution to journalArticle

@article{6147d9daa32f4f88b29be0fc53809573,
title = "Leveraging educational pathway to bridge in-school and out-of-school science learning: A comparison of different instructional designs",
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.",
keywords = "Educational pathways, Learning environments, Non-formal learning, Online learning resources",
author = "Chun-Yen Chang and Hagmann, {Johannes Geert} and Chien, {Yu Ta} and Cho, {Chung Wen}",
year = "2012",
month = "12",
day = "1",
language = "English",
volume = "11",
pages = "275--284",
journal = "Journal of Baltic Science Education",
issn = "1648-3898",
publisher = "Scientific Methodical Center",
number = "3",

}

TY - JOUR

T1 - Leveraging educational pathway to bridge in-school and out-of-school science learning

T2 - A comparison of different instructional designs

AU - Chang, Chun-Yen

AU - Hagmann, Johannes Geert

AU - Chien, Yu Ta

AU - Cho, Chung Wen

PY - 2012/12/1

Y1 - 2012/12/1

N2 - 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.

AB - 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.

KW - Educational pathways

KW - Learning environments

KW - Non-formal learning

KW - Online learning resources

UR - http://www.scopus.com/inward/record.url?scp=84872968567&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84872968567&partnerID=8YFLogxK

M3 - Article

VL - 11

SP - 275

EP - 284

JO - Journal of Baltic Science Education

JF - Journal of Baltic Science Education

SN - 1648-3898

IS - 3

ER -