Self-regulated STEM learning in museums—the role of learner characteristics and visit-related activities in school

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Dades bibliogràfiques
Publicat a:	International Journal of STEM Education vol. 12, no. 1 (Dec 2025), p. 56
Autor principal:	Lewalter, Doris
Altres autors:	Neubauer, Katrin, Moser, Stephanie
Publicat:	Springer Nature B.V.
Matèries:	Students Museums Knowledge acquisition Core curriculum Schools Cooperation Science education Education Learning by teaching Deep learning Mathematics education Knowledge management STEM education Technology education Motivation Educational objectives Classrooms Museum exhibits Learning Learning Activities Learning Motivation Psychological Needs Prior Learning Cognitive Processes Social Problems Exhibits Interpersonal Relationship Instructional Effectiveness Student Motivation Educational Environment Learner Engagement Self Determination Social Educational Resources Learning Strategies Learning Processes Learning Theories Learning Experience Motivation Techniques Outcomes of Education Opportunities Information Processing Self Motivation Educational Experience
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Resum:	BackgroundA significant challenge in school STEM education is making connections to real-life contexts beyond the school setting that are relevant and meaningful for students. Another important consideration is how out-of-school learning settings can be integrated to offer students a broad spectrum of self-regulated learning experiences across diverse contexts. Cooperation between in-school and out-of-school learning environments can foster mutual support of STEM learning, enhancing educational experiences within and beyond the classroom. In the present study, we conducted a questionnaire study using a pretest-posttest-follow-up design. We analyzed the predictive power of general learner characteristics influenced by the school environment and the integration of a museum visit into the classroom on the learning processes and learning effects of 409 10th-grade students.ResultsFindings indicate that students’ knowledge of metacognitive and motivational learning strategies significantly predicts learning process characteristics such as basic needs, perceived content relevance, and engagement. The intensity of this relationship decreases when prior individual interest is considered. Regarding medium-term learning effects three months after the museum visit, follow-up activities in the classroom and students’ knowledge of metacognitive and motivational learning strategies are predictive factors for self-perceived and objective knowledge, while individual interest is only predicted by prior individual interest.ConclusionsThe study highlights the close relationship between in-school and out-of-school STEM education. The key contribution of the study is to provide detailed insights into the different but interconnected facets of the relationship between STEM education in-school and out-of-school. It emphasizes that schools should equip learners for out-of-school learning by teaching them effective learning strategies to enhance the learning processes and outcomes of STEM museum visits. In addition, by shaping students’ prior knowledge and interest, schools contribute significantly to preparing learners for meaningful STEM experiences in out-of-school settings. Furthermore, it is important to follow up on the museum visits in the classroom to reinforce learning.
ISSN:	2196-7822
DOI:	10.1186/s40594-025-00577-9
Font:	Agriculture Science Database