Using the contextual model of learning to understand visitor learning from a science center exhibition

By John H. Falk, M. Storksdieck. 2005

482 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Museology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d383ce031510824511527adfb5d8bb8f2784a844

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In Experimental and Cognitive Psychology

In Museology

In Sociology and Political Science

Citations in the corpus

Visitors’ learning for environmental sustainability: Testing short- and long-term impacts of wildlife tourism experiences using structural equation modelling (2011, background): “The measurement of entering attributes with a potential impact on visitors’ learning and behavioural outcomes was based on previous research in other tourism and leisure settings such as the National Aquarium in Baltimore (Adelman, Falk and James, 2000; Haley Goldman et al., 2001) and the California”
A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future (2008, background): “The impact of prior knowledge on learning in any setting is well documented (diSessa, 1982; Falk & Storksdieck, 2005; Minstrell, 1989; Resnick, 1983; Roschelle, 1995; Strike & Posner, 1985; Wray & Lewis, 1997).”
A Closer Examination of the Impact of Zoo Visits on Visitor Behaviour (2008, background): “see Adelman et al , 2000 ; Dierking, et al , 2004 ; Falk & Storksdieck, 2005 ) as variables important in bringing about behaviour change, it appears that the interpretive messages communicated at zoos are frequently not given the same attention.”
Assessing Exhibits for Learning in Science Centers: A Practical Tool (2010, background): “…visitors’ interest and motivation have been shown to present visitors with the most opportunities for making meaning and conceptual re-shaping (Csikzentmihalyi & Hermanson, 1995; 92 Visitor Studies, 13(1), 2010 Falk & Adelman, 2003; Falk & Storksdieck, 2005; Hein, 1998; Stocklmayer & Gilbert, 2002)”
Investigating public science interest and understanding: evidence for the importance of free-choice learning (2007, unknown): “…duties or contemplating the value of cultural knowledge or intellectual achievements in the sciences or technology (Ellenbogen, 2003; Falk, 2006; Falk and Storksdieck, 2005; Heimlich et al., 2005); similar conclusions have been reached by others (e.g., Brown, Collins and Duguid, 1989; Carlson,…”
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).”