Science Museums and their Relationship to the Use of Scientific Reasoning Skills: A Systematic Review
- PDF (Español (España)) 138
- EPUB (Español (España)) 15
- VISOR (Español (España))
- MÓVIL (Español (España))
- XML (Español (España)) 16
DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i1.1103Info
0
- Leidy Yesenia Morales Tello (CO) Universidad del Valle https://orcid.org/0000-0001-8602-0376
- Marlenny Guevara Guerrero (CO) Universidad del Valle https://orcid.org/0000-0002-5534-6864
Abstract
A broad consensus in the literature shows the importance of museums as informal learning environments, because they promote inquiry, exploration, scientific curiosity, the acquisition of knowledge and the development of scientific reasoning skills through social interactions. This systematic review aims to analyze how the methodological characteristics reported in studies conducted in science museums demand the use of scientific reasoning skills in school-aged children. The literature search was conducted in EBSCO and Web of Science (WOS) with published articles between 2013 and 2023 and was focused on empirical studies. As a result, it was identified that: (1) methodologically, the studies tend to use both qualitative and quantitative approaches, with limited use of mixed approaches. In addition, a varied use of research designs is reported (e.g. experimental, descriptive, observational and correlational); (2) Not all studies were carried out with the own resources of the science museum (exhibits), but rather, with situations designed and introduced to the museum by the researchers to address specific purposes (3) the main reasoning skills that science museum studies demanded in school-aged children were: causal explanations, predictions, inferences, cognitive planning and evaluation of evidence; and (4) the main theoretical approaches on which science museum studies are based were: cognitive development, learning processes and instructional processes.
Keywords
Downloads
How to Cite
License
Copyright (c) 2024 Leidy Yesenia Tello, Marlenny Guevara Guerrero
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Require authors to agree to Copyright Notice as part of the submission process. This allow the / o authors / is non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons is available on flexible copyright licenses (Creative Commons).
Reconocimiento-NoComercial
CC BY-NC
References
Abenza-Bernal, E. y Robles-Moral, F. J. (2022). Los museos de ciencias como recurso didáctico para la educación secundaria. Didáctica de las ciencias experimentales y sociales, 42, 65-80. https://doi.org/10.7203/dces.42.19126
Alzate, M. A. y Guevara, M. (2021). La indagación como herramienta de enseñanza en el museo de ciencias naturales: Un estudio de caso acerca del fortalecimiento de las prácticas de guianza. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18(3), 3103.
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i3.3103
Anderson, D., Piscitelli, B., Weier, K., Everett, M.C., y Tayler, C. (2002). Children's Museum Experiences: Identifying Powerful Mediators of Learning. Curator: The Museum Journal, 45, 213-231.
Attisano, E., Nancekivell, S. E., Tran, S. y Denison, S. (2022). So, what is it? Examining parent-child interactions while talking about artifacts in a museum. Early Childhood Research Quarterly, 60, 187-200.
https://doi.org/10.1016/j.ecresq.2022.01.003
Bae, J., Shavlik, M., Shatrowsky, C. E., Haden, C. A. y Booth, A. E. (2023). Predicting grade school scientific literacy from aspects of the early home science environment. Frontiers in Psychology, 14, 1113196. https://doi.org/10.3389/fpsyg.2023.1113196
Barnett, S. M., y Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612-637. https://doi.org/10.1037/0033-2909.128.4.612
Benjamin, N., Haden, C. A. y Wilkerson, E. (2010). Enhancing building, conversation, and learning through caregiver-child interactions in a children's museum. Developmental Psychology, 46(2), 502-515. https://doi.org/10.1037/a0017822
Booth, A. E., Shavlik, M. y Haden, C. A. (2020). Parents' causal talk: Links to children's causal stance and emerging scientific literacy. Developmental Psychology, 56(11), 2055-2064. https://doi.org/10.1037/dev0001108
Brockbank, E., Lombrozo, T., Gopnik, A. y Walker, C. M. (2023). Ask me why, don't tell me why: Asking children for explanations facilitates relational thinking. Developmental Science, 26(1), e13274. https://doi.org/10.1111/desc.13274
Callanan, M. A. (2012). Conducting Cognitive Developmental Research in Museums: Theoretical Issues and Practical Considerations. Journal of Cognition and Development, 13(2), 137-151. https://doi.org/10.1080/15248372.2012.666730
Callanan, M. A. y Jipson, J. L. (2001). Explanatory conversations and young children's developing scientific literacy. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp. 21-49). Lawrence Erlbaum Associates Publishers.
Callanan, M. A., Castañeda, C. L., Luce, M. R. y Martin, J. L. (2017). Family Science Talk in Museums: Predicting Children's Engagement From Variations in Talk and Activity. Child Development, 88, 1492-1504. https://doi.org/10.1111/cdev.12886
Callanan, M. A., Legare, C. H., Sobel, D. M., Jaeger, G. J., Letourneau, S., McHugh, S. R., et al. (2019). Exploration, Explanation, and Parent–Child Interaction in Museums. Monographs of the Society for Research in Child Development, 85(1), 7-137.
Colantonio, J., Bascandziev I., Theobald M., Brod, G. y Bonawitz E. (2023). Seeing the Error in My "Bayes": A Quantified Degree of Belief Change Correlates with Children's Pupillary Surprise Responses Following Explicit Predictions. Entropy, 25(2), 211. https://doi.org/10.3390/e25020211
Crowley, K., Callanan, M. A., Tenenbaum, H. R. y Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258–261. https://doi.org/10.1111/1467-9280.00347
Cuesta, M., Palacios, M., Echevarría, I., Morentin, M. y Abad, C. (2000). Los museos y centros de ciencia como ambientes de aprendizaje. Alambique: Didáctica de las Ciencias Experimentales, 26, 21-28.
Dawson, E. (2014). "Not Designed for Us": How Science Museums and Science Centers Socially Exclude Low-Income, Minority Ethnic Groups. Science Education, 98(6), 981.1008. https://doi.org/10.1002/sce.21133
Eickelmann, J. y Burzan, N. (2023). Challenges of Multimethod and Mixed Methods Designs in Museum Research. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 24(1). https://doi.org/10.17169/fqs-24.1.3988
Falk, J. H. y Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Altamira Press.
Gaskins, S. (2008). Designing exhibitions to support families’ cultural understandings. Exhibitionist, 27, 11-19.
Gerber, B. L., Cavallo, A. M. L. y Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535-549.
https://doi.org/10.1080/09500690116971
Gopnik, A. y Wellman, H. M. (1994). The theory theory. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 257-293). Cambridge University Press.
https://doi.org/10.1017/CBO9780511752902.011
Guevara, M., van Dijk, M. y van Geert, P. (2016) Microdevelopment of peer interactions and scientific reasoning in young children. Infancia y Aprendizaje, 39(4), 727-771.
Guisasola, J. y Morentin, M. (2007). ¿Qué papel tienen las visitas escolares a los museos de Ciencias en el aprendizaje de las Ciencias? Una revisión de las investigaciones. Enseñanza de las Ciencias, 25(3), 401-414.
Gutiérrez, M. F. (2005). Explicación psicogenética del conocimiento: La teoría Piagetiana. En F.M. Gutiérrez (Ed.), Teorías del desarrollo cognitivo, 3, 60-85.
Haden, C. (2010). Talking About Science in Museums. Child Development Perspectives, 4, 62-67. https://doi.org/10.1111/j.1750-8606.2009.00119.x
Hartweg, Beau. (2016). Factors influencing planetarium educator teaching methods at a science museum. Planetarian, 45, 20-29.
Horn, M. S., Phillips, B. C., Evans, E. M., Block, F., Diamond, J. y Shen, C. (2016). Visualizing biological data in museums: Visitor learning with an interactive tree of life exhibit. Journal of Research in Science Teaching, 53, 895-918. https://doi.org/10.1002/tea.21318
Huerta, L. y Cohen-Pantoja, G. (2018). A cognitive approach to the museography of an interactive science museum: a worked example. Journal of Physics. Conference Series, 1043, 012054. https://doi.org/10.1088/1742-6596/1043/1/012054
Karmiloff-Smith, A. (1994). Más Allá de la Modularidad. Madrid:Alianza Editorial.
Kleinhans, M. G., Verkade, A. J., van Wessel, T., Bastings, M. A. S., Marra, W. A., van Gog, T., Van Westrenen, W. y Reichwein, W. (2016). Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives. Netherlands Journal of Geosciences - Geologie En Mijnbouw, 95(2), 203-214. https://doi.org/10.1017/njg.2015.2
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96(4), 674-689. https://doi.org/10.1037/0033-295X.96.4.674
Land-Zandstra, A. M., Hoefakker, K. y Damsma, W. (2020). Reasoning about Objects in a Natural History Museum: The Effect of Complexity of Questions on Object Labels. Visitor Studies, 23(2), 218–236. https://doi.org/10.1080/10645578.2020.1781485
Legare, C. H. (2019). The Development of Cumulative Cultural Learning. Annual Review of Developmental Psychology, 1, 119-147. https://doi.org/10.1146/annurev-devpsych-121318-084848
Marcus, M., Haden, C. A. y Uttal, D. H. (2018). Promoting children's learning and transfer across informal science, technology, engineering, and mathematics learning experiences. Journal of Experimental Child Psychology, 175, 80-95. https://doi.org/10.1016/j.jecp.2018.06.003
Marcus, M., Tõugu, P., Haden, C. A. y Uttal, D. H. (2021). Advancing opportunities for children's informal STEM learning transfer through parent-child narrative reflection. Child Development, 92(5), e1075-e1084.
https://doi.org/10.1111/cdev.13641
Massarani, L. Ibanes, B., Magalhãe, J., Scalfi, G., Kauano, R. y Bizerra, A. (2022). Is there room for science at aquariums? An analysis of family conversations and interactions during visits to AquaRio, Rio de Janeiro, Brazil. Science Education, 106,1605-1630. https://doi.org/10.1002/sce.21764
Miller, P. H. (2010). Piaget’s Theory: Past, Present, and Future. In U. Goswami, (Ed.), The Wiley-Blackwell Handbook of Childhood Cognitive Development (pp. 649-672). Malden, MA: Wiley-Blackwell. https://doi.org/10.1002/9781444325485.ch25
Morentin P. M. y Guisasola A. J. (2014). La visita a un museo de ciencias en la formación inicial del profesorado de Educación Primaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 11(3), 364-380.
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2014.v11.i3.07
Mulvey, K. L., McGuire, L., Hoffman, A., Goff, E., Rutland, A., Winterbottom, M., Balkwill, F., Irvin, M. J., Fields, G. E., Burns, K., Drews, M., Law, F., Joy, A. y Hartstone-Rose, A. (2020). Interest and learning in informal science learning sites: Differences in experiences with different types of educators. PLOS ONE, 15(7), e0236279. https://doi.org/10.1371/journal.pone.0236279
Pattison, S. A. y Dierking, L. D. (2013). Staff-Mediated Learning in Museums: A Social Interaction Perspective. Visitor Studies, 16(2), 117-143. https://doi.org/10.1080/10645578.2013.767731
Pineda Caro, D. Y., Torres Merchán, N. Y. y Vargas Aguilar, E. E. (2023). Los museos de ciencias: Alcances y perspectivas en el campo educativo. Revista Interamericana de Investigación, Educación y Pedagogía, 16(1), 239-268. https://doi.org/10.15332/25005421.7674
Plummer, J. D. y Ricketts, A. (2023). Preschool-age children’s early steps towards evidence-based explanations and modelling practices. International Journal of Science Education, 45(2), 87-105. https://doi.org/10.1080/09500693.2022.2151854
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
Roldán-Zafra, J. y Perea, C. (2022). "Math Learning in a Science Museum—Proposal for a Workshop Design Based on STEAM Strategy to Learn Mathematics. The Case of the Cryptography Workshop. Mathematics, 10(22), 4335.
https://doi.org/10.3390/math10224335
Sánchez Gómez, M. C. (2015). Metodología de investigación en pedagogía social (avance cualitativo y modelos mixtos). Pedagogía Social. Revista Interuniversitaria, 26, 21-34.
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32(1), 102-119. https://doi.org/10.1037/0012-1649.32.1.102
Schulz, L. E. y Bonawitz, E. B. (2007). Serious fun: preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045-1050.
Smart, J. y Marshall, J. (2013). Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science. Journal of Science Teacher Education, 24(2), 249-267.
Su, M., Ha, J., Cortés, L. E. P., Bernier, J., Yan, L., Nelson, B. C., Bowman, J. D. y Bowman, C. D. (2023). Understanding museum visitors’ question-asking through a mobile app. Educational Technology Research and Development, 71(6), 2483-2506. https://doi.org/10.1007/s11423-023-10265-6
Tscholl, M. y Lindgren, R. (2014). Empowering Digital Interactions with Real World Conversation. Tech Trends, 58, 56–63. https://doi.org/10.1007/s11528-013-0721-6
Vandermaas-Peeler, M., Massey, K. y Kendall, A. (2016). Parent guidance of young children’s scientific and mathematical reasoning in a science museum. Early Childhood Education Journal, 44(3), 217-224. https://doi.org/10.1007/s10643-015-0714-5
Zimmerman, C. (2005). The development of scientific reasoning skills: What psychologists contribute to an understanding of elementary science learning. Informe final para el National Research Council Committee on Science Learning Kindergarten through Eighth Grade. Illinois State University.