Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

Autor/inn/en	Zhou, Ji; Urhahne, Detlef
Titel	Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 4, S.394-410 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Ji)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1147071
Schlagwörter	Metacognition; Museums; Learning Strategies; Help Seeking; Science Education; Prediction; Self Efficacy; Questionnaires; Self Concept; Informal Education; Likert Scales; Foreign Countries; Correlation; Multiple Regression Analysis; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Museum; Museumswesen; Museen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Naturwissenschaftliche Bildung; Vorhersage; Self-efficacy; Selbstwirksamkeit; Fragebogen; Selbstkonzept; Informelle Bildung; Nichtformale Bildung; Likert-Skala; Ausland; Korrelation; Statistische Analyse; Deutschland
Abstract	Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be clustered into 4 groups and their cluster identity can also predict the intended learning strategies. The second investigation asked 244 visitors about their actual learning strategies and motivational appraisals (self-efficacy and control beliefs) after visiting. In all, 5 kinds of learning strategies were found: elaborating, help-seeking, effort-making, reorganizing, and surface-learning. These strategies can further predict their motivational appraisals. The characteristics of SRL in the informal learning context were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01