摘要
本文基于兰德尔对互动展览中观众科学探究行为的观察量表, 以认知冲突互动型展项与非认知冲突互动型展项作为观察对象,对二者促进观众科学探究的效果进行实证比较研究.结果表明,停留时间是观众科学探究水平的必要条件而非充要条件,认知冲突互动型展项比非认知冲突互动型展项能更好地提升观众科学探究水平.
Based on the observation of Frequency of visitor actions at interactive exhibits by Randol, we have compared the different effects of cognitive conflict interactive exhibits and non-cognitive conflict interactive exhibits on promoting visitors’ scientific inquiry level. The results showed that residence time is not a sufficient but necessary condition for visitors’ scientific inquiry level. Compared with the non-cognitive conflict interactive exhibits, cognitive conflict interactive exhibits can promote the level of visitor’s scientific inquiry more.
出处
《科学教育与博物馆》
2015年第5期333-338,共6页
Science Education and Museums
关键词
认知冲突
互动型展
项科学探究
Cognitive conflict
Interactive exhibits
Scientific inquiry
