Published

2014-01-01

Museos, Conversaciones y Aprendizaje

Museums, Conversations, and Learning

Museus, Conversações e Aprendizagem

DOI:

https://doi.org/10.15446/rcp.v23n1.44296

Keywords:

aprendizaje informal, conversación, museos, educación científica, informal learning, conversation, museums, science education, aprendizagem informal, conversação, museus, educação científica (es)
informal learning, conversation, museums, science education (en)
aprendizagem informal, conversação, museus, educação científica (pt)

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Authors

  • Gaea Leinhardt University of Pittsburgh

En este estudio participaron 178 grupos de visitantes a museos. Tres tipos de elementos mostraron una fuerte influencia en el aprendizaje: la identidad del visitante, la respuesta al ambiente de aprendizaje y el involucramiento explicativo durante la visita. Un modelo de ecuaciones estructurales que incluía estas variables tuvo un buen nivel de ajuste. Una revisión más profunda reveló que no toda la conducta conversacional respaldó el aprendizaje; algunas acciones, como hablar sobre historias personales, lo afectaron negativamente. Además, la contemplación silente estuvo asociada con el aprendizaje. Estos descubrimientos son el resultado del análisis de las experiencias de cuatro parejas cuyo desempeño estuvo ubicado en los extremos de la distribución de aprendizaje.

In this study, 178 groups of visitors were interviewed and recorded during their visits to museums. Three clusters of elements were shown to influence learning: the identity of the visitors, their response to the learning environment, and their explanatory engagement during the visit. A structural equation model using these variables fit well. Further examination revealed that not all conversational behavior was supportive of learning; some actions, such as making frequent personal connections, were detrimental to learning; additionally, silent contemplation was modestly associated with learning. This paper discusses these findings through the experiences of four couples whose outcome measures placed them at the extreme high or low end of the learning distribution.
Deste estudo, participaram 178 grupos de visitantes a museus. Três tipos de elementos mostraram uma forte influência na aprendizagem: a identidade do visitante, a resposta ao ambiente de aprendizagem e o envolvimento explicativo durante a visita. Um modelo de equações estruturais que incluía essas variáveis teve um bom nível de ajuste. Uma revisão mais profunda revelou que nem toda conduta conversacional respaldou a aprendizagem; algumas ações, como falar sobre histórias pessoais, a afetaram negativamente. Além disso, a contemplação silente esteve associada com a aprendizagem. Essas constatações são o resultado da análise das experiências de quatro duplas cujo desempenho esteve localizado nos extremos da distribuição da aprendizagem.

References

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