Description
Research studies show that free-choice, unstructured science centre fieldtrips result in little student reflection. One of several crucial factors for student reflection and learning is help or guidance in untangling exhibit complexities. Museum educators hold great potential for providing guidance; but the current practice of educators' interactions with students tends to be authoritative, encourage mainly lower-order thinking skills, and lack a common strategy for teaching and guiding based on learning theories. This study aims to contribute to the development of a common strategy by exploring methods of guiding. Based on guided discovery learning, a type of guiding termed ‘guided dialogue' is developed, implemented, and evaluated. ‘Guided dialogue' is characterised by Socratic questioning, advance organisers, and providing applications. The study involves four upper secondary students on a visit to the Danish science centre Experimentarium. Data consists of audio recordings during the visit. Findings indicate that ‘guided dialogue' has potential to facilitate higher-order reflections.| Period | 2 Apr 2008 |
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| Event title | Guided dialogue at science centers |
| Event type | Conference |
| Conference number | 2008 |
| Organiser | NARST |
| Location | Baltimore, United StatesShow on map |