NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177900
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1029-8457
An Exploration of Learners' Use of Worksheets during a Science Museum Visit
Nyamupangedengu, Eunice; Lelliott, Anthony
African Journal of Research in Mathematics, Science and Technology Education, v16 n1 p82-99 2012
This study shows how worksheets can be used to support learning in an informal learning environment. Although there has been some research into the use of worksheets in museum settings in developed countries, it is still not clear whether worksheets enhance or inhibit learning. Using a case study of grade 4-7 learners visiting a biology exhibition at a university museum in South Africa, the study demonstrates that worksheets can support student learning in the context of the study. Data was collected by audio-recording learners' conversations and directly observing the participants during their visit. Taking a sociocultural view of learning which focuses on the notion of scaffolding, the findings identify five ways in which worksheets can assist students to learn about the biology exhibits: as a guide, for engagement with exhibits and exhibitors, as a prompt to ask questions, to maintain focus and to promote collaboration. The findings further show that the role of the teacher in mediating worksheet use and in briefing the learners is a key influence on how the learners interact with the worksheets and the exhibition. The learners briefed by teachers who allowed a degree of free-choice in visiting exhibits were more collaborative and appeared to have had a more enriching learning experience. The role of exhibitors in relation to the worksheets influenced learners' use of the worksheets. The implications of the findings for museum exhibitors and teachers are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A