SOUTH KOREAN FAMILIES’ CONCEPTUALIZATIONS OF MUSEUM-BASED SCIENCE LEARNING

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dc.contributor.advisorElby, Andrewen_US
dc.contributor.authorJeong, Hannoorien_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2022-02-02T06:30:54Z
dc.date.available2022-02-02T06:30:54Z
dc.date.issued2020en_US
dc.description.abstractThis exploratory research study examined how three South Korean families in theU.S. conceptualize museum-based science learning by exploring varied contexts in which they are embedded. In applying a sociocultural perspective, I investigated the families’ backgrounds, views of school and museum learning, in conjunction with their virtual museum tours to address my overarching research question: How do South Korean families in the U.S. conceptualize museum-based science learning? The purpose of this study is to understand how, or by what means, South Korean families’ conceptualizations about museum-based science learning are socially and culturally situated. In adhering to the guidelines of Yin’s (2018) suggestions to conduct multiple case research, I collected individual interviews prior to and following the families’ self-guided virtual museum tours, observations, self-reflections, and self-generated photographic images that captured their views of museum learning. Guided by the Contextual Model of Learning framework (Falk & Dierking, 2000), I used three analytic lenses to explore and analyze the data: personal context, sociocultural context, and physical context of learning. Through the use of narrative analysis, I reported within-case and cross-case findings across the three cases of families. In doing so, I first synthesized each family’s background setting, views of school and museum learning, and museum-based learning interactions to seek insights into how they shaped the family’s conceptualizations about museum-based science learning. Findings showed that the interweaving of each family’s varied contexts, namely personal, sociocultural, and physical, appeared to shape how they conceptualized museum-based science learning. Aspects of the families’ personal context—such as individual goals and beliefs—appeared to motivate their learning experience during the virtual museum tours mediated by sociocultural and physical contexts—such as within- group interactions and orientations to the physical space, respectively—that reinforced or shaped their conceptualizations of museum learning. Thus, in connection with prior literature, the families’ views of learning and authoring their sense of self that manifest their unique contexts may have spurred their conceptualizations of museum-based science learning. Broad implications of the study for museum education research, virtual museum learning, and future research related to informal science education are also discussed.en_US
dc.identifierhttps://doi.org/10.13016/d80v-lvy6
dc.identifier.urihttp://hdl.handle.net/1903/28311
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledScience educationen_US
dc.subject.pqcontrolledMuseum studiesen_US
dc.subject.pquncontrolledCultureen_US
dc.subject.pquncontrolledFamilyen_US
dc.subject.pquncontrolledInformalen_US
dc.subject.pquncontrolledKoreanen_US
dc.subject.pquncontrolledMuseumen_US
dc.subject.pquncontrolledScienceen_US
dc.titleSOUTH KOREAN FAMILIES’ CONCEPTUALIZATIONS OF MUSEUM-BASED SCIENCE LEARNINGen_US
dc.typeDissertationen_US

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