Development of knowledge about electricity and magnetism during a visit to a science museum and related post‐visit activities

By David Anderson, Keith B. Lucas, I. Ginns, Lynn D. Dierking. 2000

240 citations recorded by the source corpus.

Subfields: Geography, Planning and Development, Museology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/46e63472aeacc894cc7bd17e787f35f07e5dde85

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Geography, Planning and Development

1. John H. Falk
2. N. B. Dohn
3. David Anderson
4. M. Storksdieck

In Museology

1. John H. Falk
2. M. Storksdieck
3. Tali Tal
4. Yael M. Bamberger
5. N. B. Dohn
6. Cynthia Passmore
7. S. Davidson
8. David Anderson

In Social Psychology

1. John H. Falk
2. David Anderson
3. M. Storksdieck
4. Tali Tal
5. N. B. Dohn
6. R. Coll
7. David Fortus

Citations in the corpus

• Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators (2010, methodology): “The importance of pre- and postvisit classroom-learning activities for enhancing learning gains on school trips has been documented in previous research (such as Anderson et al., 2000; Tofield, Coll, Vyle, & Bolstadt, 2003).”
• Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View (2008, background): “The change in achievements between pre- and post-visit tests was considered a cognitive gain, and consequently, the cognitive product of the museum experience ( Anderson et al. 2000; Contini et al. 2004; Falk and Storksdieck 2005; Gilbert and Priest 1997; Rennie and Williams 2006).”
• Upper Secondary Students’ Situational Interest: A case study of the role of a zoo visit in a biology class (2013, background): “impact is increased by post-visit activities (Anderson et al., 2000; Davidson et al., 2010; Griffin, 1994).”
• Zoos as a Source of Free Choice Learning (2003, background): “…interviews of general zoo visitors (as described above) and semi-structured interviews of secondary school teachers, a primary school teacher and her students (in small groups) triangulated by observation of the classes on their visit (Anderson et al., 2000; Piscitelli and Anderson, 2001).”
• Young children's Perspectives of Museum Settings and Experiences (2001, background): “In the 1990s, further investigations demonstrated that school students enjoy visits to museums tremendously and that increased interest and enjoyment of science-based activities constitute extremely valuable learning outcomes which persist and change over time (Anderson, 1999; Anderson, Lucas, Ginn”
• Investigating public science interest and understanding: evidence for the importance of free-choice learning (2007, background): “However, even more common is the science people learn while engaged in personal investigations, through civic organizations and active leisure pursuits (Anderson, 1999; Anderson et al., 2000; Falk, 2002; Falk and Dierking, 1992, 2000, 2002).”
• Free‐choice environmental learning: framing the discussion (2005, background): “Typically, individuals acquire an understanding of the world through an accumulation of experiences, normally deriving these from many different sources over times (Medrich, 1991; Gambone & Arbreton, 1997; Chawla, 1998; Tanner, 1998; Anderson, 1999; Anderson et al., 2000).”