An Empirical Study Of Primary School Students' Science Learning Engagement In The Museum

As a supplement to classroom study,science museum provide students a platform to explore the scientific knowledge with its special scientific,fun and participatory projects,so as to help students understand complex scientific concepts and obscure abstract models.However,learning science in the museum has been gradually carried out in primary schools.Students use the scientific resources in the museum,and jointly carry out scientific learning through group cooperation under the guidance of teachers and interpreters.However,there has been no answers about how the effect of science learning in the museum and what is the more efficient form of scientific learning in the museum in China.This research will take the investigation of students' learning investment in science museum as the starting point,and select teachers' guidance,students' relavative,resources in museum and personal self-efficacy as four influencing factors.By analyzing the current situation of primary school's science learning in the museum investment and its correlation with influencing as four factors,and combining with relevant literature research,this research puts forward suggestions and relevant learning models for primary school science learning in the museum.This research combine analysis and empirical research.In the part of theoretical discussion,the research status of science learning in the museum in China and abroad,the characteristics of science learning based on museum,and the relevant theoretical viewpoints of factors affecting students' learning input are combed,and the advantages of science learning based on museum are analyzed theoretically.As well as the factors that affect students' investment in scientific learning in museum.In the empirical research part,according to the theoretical model previously obtained,the author compiled the questionnaire on venue-based scientific learning input and influencing factors in primary schools,the interview outline for venue-based scientific learning input in primary schools(teacher's edition),and the interview outline for museum-based scientific learning input in primary schools(student's edition).In the field survey,600 primary school students in C city were selected as the research object in this study.A total of 600 questionnaires were distributed,540 questionnaires were recovered,39 invalid questionnaires were excluded,and 501 valid questionnaires were received.Statistical software Spss19.0 and Amos22.0 were used to perform descriptive statistics,independent sample t test,Single factor variance analysis,Person correlation analysis,multiple linear regression analysis,path analysis and other operations to verify the theoretical assumptions.The main findings of this study are as follows: from the above analysis,it can be seen that the overall investment in venue-based science learning in primary schools as well as the various sub-dimensions including cognitive investment,emotional investment and behavioral investment are higher overall,but the intensity of each level is different,with the " emotional investment" level being the highest and the " cognitive investment" level being the lowest;Venue-based science learning in primary schools differs significantly due to factors such as " grade"," school type"," whether you like science classes"," number of visits to museum" and " venue type".Organizer guidance,peer relationship,venue resources and personal self-efficacy are all highly positively correlated with venue-based scientific learning input in primary schools.The model formula is: learning input = 0.623+0.174 * organizer guidance+0.088 * peer relationship+0.185 * venue resources+0.370 * individual self-efficacy;Amos22.0 is used to analyze the influencing factors of primary school students' scientific learning input based on museum.In the model of influencing students' scientific learning in museum,organizer guidance and peer relationship have direct influence on classroom learning participation,and the four factors are highly correlated.Through the above research,combined with the current literature,this study proposes the following countermeasures to enhance primary school scientific learning input: to carry out project learning in the form of group cooperation;Strengthen cooperation between museum and schools;Strengthen the professional training of teachers;Developing various forms of learning;Building a Model for Scientific Learning in museum.