School Visits to Natural History Museums: Teaching or Enriching?.

By Tali Tal, Orly Morag. 2007

161 citations recorded by the source corpus.

Subfields: Museology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b24c1eaf9694a488c26d4dbea2fb3069ec3b8e0d

How researchers see this paper

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

In Museology

1. Lisa A. Donnelly
2. V. Akerson
3. D. Sellmann
4. Franz Xaver Bogner
5. Marsha Ing
6. Tali Tal
7. Orly Morag

In Social Psychology

1. D. Sellmann
2. Lisa A. Donnelly
3. Franz Xaver Bogner
4. V. Akerson
5. Marsha Ing
6. Tali Tal
7. A. Liefländer
8. F. Abd‐El‐Khalick

In Sociology and Political Science

1. D. Sellmann
2. Franz Xaver Bogner
3. Lisa A. Donnelly
4. V. Akerson
5. Marsha Ing
6. Tali Tal
7. Orly Morag
8. A. Liefländer

Citations in the corpus

• Can Parents Influence Children’s Mathematics Achievement and Persistence in STEM Careers? (2014, background): “Other research emphasizes the importance of developing student interest by paying attention to culture (see e.g., Calabrese Barton & Kang, 2000) and formal and informal science opportunities (see e.g., Tal & Morag, 2007; for review see Aschbacher, Li, & Roth, 2010).”
• Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden (2009, background): “that are being used for field trips include natural parks and centers, museums, zoos, aquariums, community organizations, and so forth (Falk 2001; Hofstein and Rosenfeld 1996; Orion and Hofstein 1994; Rickinson et al. 2004; Tal 2004b; Tal and Morag 2007).”
• Climate change education: quantitatively assessing the impact of a botanical garden as an informal learning environment (2013, result): “Tal and Morag ( 2007 ) came to similar results in a study conducted in four natural history museums; they suggested applying a sociocultural approach in order to give students more time for interactions.”
• Teaching Nature of Science to K‐2 Students: What understandings can they attain? (2010, methodology): “We purposely included activities that required a student‐centered curriculum (described later in this paper) and the five essential features of scientific inquiry described within Inquiry and the National Science Education Standards (2000) to encourage students to explore their own scientific inte”
• Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine. (2009, background): “…help students discover their abilities and options and perhaps develop a sense of themselves as people who enjoy learning/doing science and engineering would contribute to a growing and important body of literature to guide policy and practice in this area (Hsu & Roth, 2009; Tal & Morag, 2007).”