Effects of novelty-reducing preparation on exploratory behavior and cognitive learning in a science museum setting

March 1st, 1991 | RESEARCH

This article outlines an experiment in which sixty-four sixth-grade students were divided into two groups: a control group, which was given novelty-reducing treatment on a field trip, and a placebo group, which was not subject to novelty-reducing treatment. Results of the experiment showed that exploratory behavior was positively correlated with cognitive learning.

Document

(no document provided)

Team Members

University of Washington, Seattle, Contributor
Carole A. Kubota, Author, University of Washington
Roger G. Olstad, Author, University of Washington

Citation

Identifier Type: doi
Identifier: 10.1002/tea.3660280304

Publication: Journal of Research in Science Teaching
Volume: 28
Number: 3
Page(s): 225

Related URLs

http://onlinelibrary.wiley.com/doi/10.1002/tea.3660280304/abstract

Tags

Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | K-12 Programs | Museum and Science Center Exhibits | Museum and Science Center Programs | Public Programs