| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 101 === Promote diverse learning pipeline in modern society, students in addition to learning in school, the Museum learning resources students can take advantage of one of the learning channels. Therefore, this study to explore the fifth grade students to use museum learning resources, as well as their performance after students visit the museum.
This study used the case study method, the object of study for a fifth grade class. Researcher is through case study , follow the students to visit the museum. Prior to the visit, the researcher first understands students' prior experience, observe the learning behavior of the students in a museum visit, and after the visit through document analysis about the academic performance of students in the museum.
Based on the findings from the museum learning resources, student learning behavior, students of museum learning performance three-oriented, summarized the conclusions of this study are as follows:
First, the museum learning resources
(a) Museum create suitable contexts for students learning, (b) Navigation member of timely help students achieve the learning outcomes of the Museum, (c) interactive media can arouse students' interest, and provide immediate feedback, (d ) students prefer to attract large displays to read display explanation text.
Second, the students' learning behavior
(a) students discuss with navigation, teachers, peers, (b) students enjoy the freedom to explore with hands-on experience learning time and learning way, (c) students easily link exhibits focus and life experiences, (d) students record the visit of museum journey with text-based and supplemented drawings, (e) students record through the course of writing reflection, experience and realized.
Third, the students' learning performance
Looking at the three historical museum itinerary, students in the " Knowledge and Understanding ", " Attitudes and Values " and "Enjoyment Inspiration Creativity "for more transition and growth, in" Skills "," Activity Behaviour and Progression "two dimensions is limited in the context of the study, less changing .
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