scholarly journals Awe and Epistemology in a Science Museum

2019 ◽  
Author(s):  
Aaron Price ◽  
Kimberly A Quinn ◽  
Jana Greenslit ◽  
Lauren Applebaum ◽  
Sheila Krogh-Jespersen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Science Museum ◽  
Informal Science ◽  
Science Museums ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Aesthetic Thinking ◽  
The Relationship

Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

scholarly journals Awe and Epistemology in a Science Museum

2019 ◽  
Author(s):  
Aaron Price ◽  
Kimberly A Quinn ◽  
Jana Greenslit ◽  
Lauren Applebaum ◽  
Sheila Krogh-Jespersen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Science Museum ◽  
Informal Science ◽  
Science Museums ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Aesthetic Thinking ◽  
The Relationship

Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

LOVE STYLES AND ROMANTIC LOVE EXPERIENCES IN JAPAN

2004 ◽  
Vol 32 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Yuji Kanemasa ◽  
Junichi Taniguchi ◽  
Ikuo Daibo ◽  
Masanori Ishimori
Keyword(s):  
Romantic Relationships ◽  
Undergraduate Students ◽  
Romantic Love ◽  
Emotional Experiences ◽  
Love Styles ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
The Relationship

This research investigated the relationship between the six love styles based on Lee's theory (1973) and several romantic experiences, such as emotional experiences, self-perceptions, and partner's impressions. The subjects were 343 undergraduate students. The main results were as follows: Eros was positively related to positive feelings and positive self-perceptions. Mania and Agape showed similar patterns of emotional experiences, but Agape was distinguished from Mania in that agapic individuals thought of themselves as kind in romantic relationships. Pragma and Ludus were positively related to negative feelings in romantic relationships, and, in addition, Ludus was negatively correlated with partner's attractiveness. These results mostly provided support for Lee's theory and the conceptual validity of the six love styles.

scholarly journals Valoración de los docentes de la presencia de los museos de ciencias en Internet

2020 ◽  
Vol 20 (2) ◽  
pp. 50-64
Author(s):  
Francisco Javier Robles-Moral ◽  
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Science Museum ◽  
The Internet ◽  
Web Pages ◽  
Science Museums ◽  
Educational Tools ◽  
The Relationship

Science museums are conducive places for the development of teaching and learning,through the participation of visitors in the activities and exhibitions offered by these centers. But,the experience in these centers does not end or begin with the physical visit, but there is acontinuation of the experience through the Internet, either through web pages or social networks.This work has focused on analyzing the assessment made by teachers of the presence of Spanishscience museums on the Internet, from the perspective of education. It has been possible to verifywhich are the channels used by the different science museums on the net, as well as which are thedidactic resources offered by these centers. The websites and social media profiles of 37 sciencemuseums were analyzed and 519 professors were asked about their assessment of the Internetpresence of science museum centers. Allowing to establish that the relationship between sciencemuseums and their presence on the Internet, for teachers, has a marked educational character,based on the availability of educational tools

Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

2017 ◽  
Vol 119 (8) ◽  
pp. 1-24
Author(s):  
Pamela R. Aschbacher ◽  
Marsha Ing
Keyword(s):  
High School ◽  
Elementary School ◽  
Science Learning ◽  
School Science ◽  
Learning Opportunities ◽  
Science Courses ◽  
Self Perceptions ◽  
Future Science ◽  
The Future ◽  
The Relationship

Background/Context Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school. Research Design To directly address concerns about the reproducibility of results of small educational studies, this study explores whether results from one sample are replicated in a second, different sample. The fifth-grade students from two different samples of public elementary students in California (Sample 1: n = 363; Sample 2: n = 327) completed surveys about students’ perceived school science experiences, sense of themselves as science learners, and aspirations to learn more science in the future. The analyses of both samples included regression analyses to explore the relationship between science self-perceptions and wanting to take future science classes, as well as whether students’ perceived opportunities to participate in science activities might influence the relationship between self-perceptions and wanting to take more science in the future. Findings/Results There were positive and significant relationships between both school science learning opportunities and wanting to take more science courses, and science self-perceptions and wanting to take more science courses. Analyses indicate that both factors need to be considered when predicting who is eager to learn more science. These findings were consistent across both samples and were robust even after including student-level and school-level and controlling for the nested structure of the data. Conclusions/Recommendations Findings highlight the importance of fifth-graders’ self-perceptions in understanding the effects of science learning opportunities on their desire to learn more science. Thus, school science opportunities may be necessary but not sufficient for increasing student interest in learning more science. Since teachers have influence on both learning activities and a student's sense of self as a science learner, the results underscore the importance of preparing elementary teachers to foster student desire to learn more science in the future.

scholarly journals Feelings perceived by students during the phases of accounting dissertation guidance

2021 ◽  
Vol 32 (85) ◽  
pp. 158-173
Author(s):  
Alison Martins Meurer ◽  
Rayane Camila da Silva Sousa ◽  
Flaviano Costa ◽  
Romualdo Douglas Colauto
Keyword(s):  
Data Collection ◽  
Scientific Research ◽  
Interaction Process ◽  
Structured Interviews ◽  
Main Factors ◽  
Positive Feelings ◽  
Student Relationship ◽  
Negative Feelings ◽  
The Relationship

ABSTRACT The aim of this study was to understand how students graduating from accounting master’s courses perceived the feelings experienced in the different dissertation guidance phases. This investigation enables us to identify which stages generate negative feelings and to thus propose actions to improve the affective relationship between the advisor and student, considering that the feelings substantially affect the potential of the scientific works originating from that relationship. The advisor-student relationship and the feelings involved in it are among the main factors that positively or negatively affect the conclusion of the academic work, and understanding it is important in order to improve this interaction process. One of the implications of the research relates to the importance of stricto sensu programs monitoring the guidance process and somehow searching for mechanisms that promote harmony in the guidance process, as the experiences during the dissertation guidance process can affect the student’s likelihood of continuing on their academic journey. For the data collection, a survey was conducted in which the participants used emojis to represent the feelings experienced in their relationship with the advisor during the construction of their master’s dissertation. In addition, semi-structured interviews were carried out, which enabled the elaboration of a collective subject discourse regarding the feelings experienced during the dissertation guidance process. The 88 responses and eight interviews enabled the identification of feelings such as anxiety, fear, and insecurity in the first phases of the dissertation building. Abandonment, confusion, and frustration were felt in the last phases of the relationship with the advisor. Regarding the positive feelings, there are indications of joy, satisfaction, and calm, presenting greater frequency in the last stages of the dissertation. The collective subject discourses also indicated that the relationship with the advisor affected the quality of the scientific research and the student’s academic trajectory.

The Bipolarity of Adolescents' Feelings toward Their Parents with Various Illnesses and Disabilities

2007 ◽  
Vol 15 (4) ◽  
pp. 315-332 ◽  
Author(s):  
Ilana Duvdevany ◽  
Victor Moin ◽  
Rivka Yahav
Keyword(s):  
Research Group ◽  
Control Group ◽  
Control Groups ◽  
Moderator Effect ◽  
Critical Dimensions ◽  
Chronic Heart Disease ◽  
Positive Feelings ◽  
Negative Feelings ◽  
And Control ◽  
The Relationship

The study examined feelings toward parents among Israeli Jewish adolescents with disabled parents (research group, n = 182) and non-disabled parents (control group, n = 285). It also studied the relationship between the types of parental disability (chronic heart disease, multiple sclerosis, and blindness) and the adolescents' feelings toward their parents. Bipolarity, i.e., coexistence of positive and negative feelings toward parents, was found among all participants. Nevertheless, the intensity of these feelings and a predominance of the positive feelings over the negative were higher in the research group than in the control group. The type of parental disability was significantly correlated with intensity of adolescents' feeling toward their parents. The moderator effect of adolescents' anxiety on the intensity and balance of positive and negative feelings toward parents was found in both the research and control groups. The results of this study underline the importance of examining critical dimensions of family life in cases where the parents have a disability or chronic illness.

scholarly journals Valoración de los docentes de la presencia de los museos de ciencias en Internet

2021 ◽  
Vol 20 (2) ◽  
pp. 49-64
Author(s):  
Francisco Javier Robles-Moral ◽  
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Science Museum ◽  
The Internet ◽  
Web Pages ◽  
Educational Tool ◽  
Science Museums ◽  
The Relationship

Science museums are conducive places for the development of teaching and learning,through the participation of visitors in the activities and exhibitions offered by these centers. But,the experience in these centers does not end or begin with the physical visit, but there is acontinuation of the experience through the Internet, either through web pages or social networks.This work has focused on analyzing the assessment made by teachers of the presence of Spanishscience museums on the Internet, from the perspective of education. It has been possible to verifywhich are the channels used by the different science museums on the net, as well as which are thedidactic resources offered by these centers. The websites and social media profiles of 37 sciencemuseums were analyzed and 519 professors were asked about their assessment of the Internetpresence of science museum centers. Allowing to establish that the relationship between sciencemuseums and their presence on the Internet, for teachers, has a marked educational character,based on the availability of educational tool.

scholarly journals Learning science from museums

2005 ◽  
Vol 12 (suppl) ◽  
pp. 117-143 ◽  
Author(s):  
John H. Falk ◽  
Martin Storksdieck
Keyword(s):  
Nature Of Science ◽  
Science Learning ◽  
Free Choice ◽  
Science Museum ◽  
Complex Nature ◽  
Science Museums ◽  
Museum Learning ◽  
Real World Learning ◽  
Museum Experience ◽  
Free Choice Learning

This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is different than learning in any other setting. The contextual model of learning provides a way to organize the myriad specifics and details that give richness and authenticity to the museum learning process while still allowing a holistic picture of visitor learning. The results of a recent research investigation are used to show how this model elucidates the complex nature of science learning from museums. This study demonstrates that learning from museums can be meaningfully analyzed and described. The article concludes by stating that only by appreciating and accounting for the full complexities of the museum experience will a useful understanding of how and what visitors learn from science museums emerge.

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