Year: 2010
Type: dissertation
Abstract: The use of worksheets during museum field trips is shrouded in controversy. Some \nresearchers say that worksheets are useful as they facilitate learning while others condemn \nthe use of worksheets arguing that they restrict learning. Still others say there is no apparent \ndifference in learning between learners who are given worksheets and those that are not. A \ncritical analysis of the literature on museum learning shows that the usefulness of a worksheet \ndepends on how appropriately the worksheet has been designed and used as an instrument for \nfacilitating learning during museum field trips. I analysed and evaluated museum worksheets \nin the Gauteng Province of South Africa for appropriateness as instruments for facilitating \nlearning during field trips. I also conducted a case study at Oppenheimer Life Sciences \nMuseum. This was to investigate the extent to which the worksheets that are used at this \nmuseum during the Yebo Gogga annual exhibition promote learning during a museum field \ntrip. \nI designed an analysis tool using the characteristics of a worksheet that have been shown to \nimpact on learning during museum visits: task density, orientation cues, information source, \nlevel of choice, cognitive level, response format, question format, curriculum connection, site \nspecificity and social interaction. I then used the tool to analyse nineteen intermediate phase \n(grade 4 to 6) worksheets from four museums. I further conducted a case study with 11 \ngroups of learners from four primary and two high schools in Gauteng. The case study \ninvolved observing the learners and recording their conversations. Learners’ conversations \nthat were initiated by the use of worksheets were examined for evidence of learning. \nAnalysis of the structured worksheets showed that the worksheets exhibited some features \nthat were likely to facilitate learning and some that were likely to restrict it. The worksheets \nalso lacked some features that are necessary for effective facilitation of learning. These \nfindings suggest that the worksheets were not optimally designed to facilitate learning during \nmuseum field trips. \nIn the case study, the observations showed that some learners used the worksheets in \nmoderation by combining completion of worksheets with free exploration. Other learners \nexclusively focused on completion of worksheets visiting only those exhibits that pertained to \nworksheet questions. Still others used worksheets for orientating themselves. The worksheets \nguided their movement through the museum and their choice of exhibits to visit. The way different learner groups used worksheets appeared to have been influenced by what their \nteachers said at the beginning of the tour suggesting that the teachers or chaperones played an \nimportant role in determining how worksheets were used by learners to support their learning. \nAnalysis of conversations indicated that there was meaningful and active participation by the \nlearners who were using worksheets which shows that the use of worksheets promoted \nlearning. \nIn view of these findings, I concluded that the usefulness of worksheets as instruments for \nfacilitating learning can not be dismissed. However, a constant critical appraisal of worksheet \nuse is necessary to improve their effectiveness.
Author: Eunice Nyamupangedengu
Language: English
Subfield: Museology
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2286924935