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.


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Team Members

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


Identifier Type: doi
Identifier: 10.1002/tea.3660280304

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

Related URLs



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