场馆科学学习：本质特征与影响因素  

The Essential Characteristics of Museum-based Science Learning and Its Influential Factors

作　　者：伍新春[1] 曾筝[1,2] 谢娟[1] 康长运[3] 

机构地区：[1]北京师范大学心理学院,应用实验心理北京市重点实验室,北京100875 [2]中国科学技术协会青少年科技中心,北京100863 [3]北京师范大学科学教育研究中心,北京100875

出　　处：《北京师范大学学报（社会科学版）》2009年第5期13-19,共7页Journal of Beijing Normal University(Social Sciences)

基　　金：北京市自然科学基金资助项目“中小学生科技场馆学习的特点和影响因素研究”(9073017);中国科学技术协会“科技馆活动进校园”试点项目资助课题

摘　　要：近20年来,随着建构主义学习观的兴起,国外兴起了研究以各种类型场馆为代表的非正式环境中的科学学习热潮。目前研究的焦点集中在场馆科学学习的基本特征与影响因素等方面。场馆科学学习是基于真实问题、强调探究过程,其学习结果往往是多元的;影响场馆科学学习的因素包括个人经验、物理环境和社会因素三个方面。随着我国《全民科学素质行动计划纲要》的推广和实施,科学学习成为教育中的热点话题。在今后的研究中,应在深入了解国外该领域进展的基础上,采用质性和量化相结合的方法,探讨影响场馆学习效果的关键变量,重点关注场馆学习长期效果的研究,以便为充分利用我国场馆资源、提高公众的科学素养提供坚实的基础。The rise of constructivist learning theory has promoted the researches of informal science learning in various museums in the past twenty years. Researchers have focused on the essential characteristics of science learning in museums and its influential factors. Museum learning has been problem--based, inquiry--oriented, and the outcomes are usually multivariate. The factors that influence science learning in museum include personal, physical, and social aspects. In fact, along the promotion and implementation of the ＂Outline of National Action Scheme of Scientific Literacy for All Chinese Citizens＂, science learning has become a hot topic in education. Further researches, on the basis of fully understanding overseas frontiers, should take the qualitative and quantitative methodology to explore the key variables that may affect museum--based learning, with particular reference to the long--term effect, so as to provide solid foundation for using efficiently the relevant sources and promoting the mass＇ scientific literacy.

关 键 词：建构主义 场馆学习 科学教育 科学素质 

分 类 号：G40[文化科学—教育学原理]