Research on the development of museum field trip instructional activities for children: an example of National Palace Museum “Wars and cultural exchanges” project

• Main Authors: CHANG,SSU-YI, 張思儀
• Other Authors: 田耐青
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/38942956139593190723

碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 96 === Research on the development of museum field trip instructional activities for children: an example of National Palace Museum “Wars and cultural exchanges” project Abstract In order to promote Taiwan elementary school students’ interest in learning Chinese history as well as to enhance their understanding of ancient Chinese culture and treasures, the researcher designed, delivered, evaluated and revised field trip instructional activities, the ”Wars and cultural exchanges” project, for fifth and sixth grade students based upon the collections of National Palace Museum. The researcher used wars and cultural exchanges as project theme, developed instructional activities by adopting and revising Dick & Carey Systematic Approach Model as well as the Multiple Intelligences theory. There were a total of 5 teaching sessions (40 minutes each). The activities were divided into three stages. In stage A (before visiting the museum), the researcher established student’s pre-knowledge in the school classroom. In stage B (actually visiting the museum), the researcher guided students to appreciate the exhibition in the museum. In stage C (back to school from the museum), the researcher led students reviewed their learning. The researcher conducted the formative and the summative evaluations of the “Wars and cultural exchanges” project on Nov.20th, 2007 and March 18th, 2008, each involved a class of the fifth and sixth grade of a public elementary school in northern Taiwan. The researcher revised the instructional activities and research tools after the formative evaluation. The effectiveness of the instructional activities as well as students’ involvement in the instructional activities was examined by means of observation records, paper-and-pencil test, questionnaire and interview. The research findings were as follows: 1. One of this study’s contributions was to revise the traditional Dick & Carey Systematic Approach Model so it could better serve as the instructional development model for developing museum field trip instructional activities. The nine steps of the revised instructional development model were as follows. 1. Context analysis. 2. Establishment of instructional objectives. 3. Confirmation of students’ entry behaviors. 4. Confirmation of instructional contents. 5. Development of students’ learning achievement and interest assessments. 6. Design and delivery of instructional activities. 7. Design & conduct of formative evaluation. 8. Revise. 9. Design & conduct of formative evaluation. The revised model was more appropriate for the development of field trip instructional activities, and thus provided a concrete framework for this study. 2. The other contribution of this study was the National Palace Museum field trip instructional activities developed, i.e., National Palace Museum “Wars and cultural exchanges” project. It had five features: thematic, teaching through Multiple Intelligences channels, containing three stages, the guided route refer to the instructional activities, instructional activities were formatively and summatively evaluated, which demonstrated good practices of instructional principles. The instructional time of this field trip project can be condensed to one hour to lead students understand the most interesting and wonderful part of Chinese history on wars and cultural exchanges. 3. Elementary school students’ understanding of and learning interest towards ancient Chinese history on wars and cultural exchanges were significantly promoted by the field trip project of this study. 4. Over 90% of the fifth-grade and sixth-grade students were involved in the field trip project of this study and expressed positive appraisal. Based on the above research findings, the researcher proposed recommendations for museum administrators, school teachers and future researchers.