從認知心理學派觀點探析博物館內學習

Examine Museum Learning from the Theories of Cognitive Psychology

張美珍

《科技博物》 4卷4期 (2000/07) Pp. 30-47

https://doi.org/10.6432/TMR.200007.0030

摘要

為探究觀眾們在博物館內學習的模式，筆者嘗試從影響近代教育甚巨的認知心理學派著眼，根據認知學習建構知識的歷程來探討博物館內觀眾的學習模式。本研究的研究方法係以文獻探討及個案分析為主。主要內容分為三大部份：首先從文獻中整理出認知心理學的發展及近年來博物館教育的興起，然後分析認知心理學對博物館教育的影響。其次則從人類學習的角度出發，探討認知心理學的學習觀，並以認知學習的內在歷程－訊息處理的學習模式為主，輔以布魯納的發現學習理論進行分析討論。最後再從博物館教育研究的實例來探查觀眾的學習行為，然後根據認知學習歷程模式，發展博物館內觀眾的認知學習模式，希望建構出博物館學習的理論基礎。

並列摘要

Since the 1960s museums all over the world have been very deeply concerned with their functions as educators. In fact, many people feel to confirm the educational function of museum is the largest contribution during museum evolution. But how is a museum supposed to 'educate' the public? How does an institution which is open, free and absent a curriculum go about the business of education?
The description and design of an exhibition in a museum do have their pre-determined objectives and aims which they ate intended to convey as well as introductions offered by museum guides and a variety of educational events designed by educators. These ate all included to educate the public, but do visitors really experience and learn in the way that the museum hopes they will? Is there a set learning model for visitors? Just how do visitors in a museum learn things? Actually what the museum provides for visitors is a place to learn, and visitors much play an active part in learning process rather than simply 'being educated'.
In order to find models for learning by museum visitors, the author studied by looking at them from the viewpoint of a school of cognitive psychology which has had a significant impact on modern education. The process by which cognitive learning leads to knowledge is used to discuss learning models for the museum.
The research method used focuses primarily on analysis of literature and cases studies. There are three main parts: the first involves development in cognitive psychology and the rise of modern education in museums, as seen in various literature on the subject, and a look at the influence of cognitive psychology on education in museums. Secondly, the article discusses the concept of learning in cognitive psychology from the standpoint of human learning, and it uses the internalized processes of cognitive learning-in particular the data-processing model for learning-also using Bruner's theory of discovery learning to examine the learning behavior of the public. The model for the cognitive learning process is then used to develop a model for cognitive learning in the museum which will serve to build a theoretical basis for learning in the museum.
LEARNING MODELS FOR MUSEUM VISITORS
Education in a museum is different from education in a school. One of the biggest difficulties and challenges for the museum is that many of people visit the museum are new and unfamiliar. In schools, on the other hand, teachers face the same group of students all year long (Massey, 1990). Thus regardless of where exhibitors or educational activities are involved, education in museums must operate first to attract the attention of visitors and stimulate their interest in learning-i.e., utilizing what Brunet calls an internal motivation for learning-curiosity.
In a museum, curiosity motivates visitors to use their senses to enjoy the stimuli provided in the surrounding environment. Mote than half of the people who enter an exhibit stop first to take in the overall feel of the area, seeking out displays and objects which might be of interest to them and then selecting one to view more closely. Thus the initial interactive of their display or object with the visitor (whether it is physical or mental) leads to the act of studying and learning.
I believe that the stimulus of the museum environment, together with an adequate amount of information within that environment, should be enough to attract the attention of visitors and satisfy their expectations, and also lead to sustain interest to complete the process of cognitive learning.
With a reference to Gagne's model for learning through processing information and Koran's model exploring the relationship between learning, curiosity and attention (Koran and Koran, p. 209). I offer the following model for cognitive learning in a museum: (The form abridges)
In this model the sensual stimuli provided to the visitor through exhibits or education activities (including the forms, sixes, colors, sounds, lighting and even smells) attract the attention of the visitors and stimulate their curiosity and lead them to interact with exhibits or to participate in educational activities. When visitors approach or become involved with an exhibit they absorb many bits of information by choice into their short-term memories, and their attention is piqued by curiosity, the desire to find an answer or their personal reaction. A portion of the information thus acquired if further processed and stored in the long-term memory. Once it is stored in the long-term memory this information can lead to further acquisition and applications of information as well as continue interaction with external stimuli in a cyclical process of cognitive learning.
Although attracting the interest of the visitor is one of the factors considered in designing the environment of a museum, when an exhibit provides a full range of stimuli it can actually be difficult for many visitors to focus their attention on any particular part of it so that it may be hard to recognize anything. Studies of cognitive psychology show that if the attention span cannot be held fot mote than 30 seconds then it is difficult to become long-term memory out of short-term memory. May experts in museum education add that if an exhibit is able to attract and sustain the attention of a visitor while providing sufficient information, then it will be able to meet its function of educating the visitor (Koran and Koran, 1984). But what factors can lead the visitor to pay attention to something until his or her expectations are satisfied, thereby aiding the process of recognition?
Museums do not exert restraints or controls any kind over visitors, thus any efforts to make them pay attention and learn must be channeled into the planning and development of the learning environment in the museum. The Exploratorium in San Francisco relies on manipulative or hands-on displays which alternate doses of attention and curiosity to guide visitors toward learning from an exhibit.
Through discover and learning visitors imperceptibly strengthen their cognitive ability (Koran and Koran, 1984). Some history museums use re-enactment of historical events that make visitors a part of the action by participating in short dramas or games. Activities like this give the visitor a taste of what life was like during a period even as they allow cognitive learning. Any museum, no matter what type it is, that can get its visitors to participate in or interact with such activities, will find it much easier to establish or enhance the effectiveness of cognitive learning.
CONCLUSION
In choosing the topic for this research I made a very bold promise-perhaps wildly-to myself. The principles and concepts involved in cognitive psychology cannot be explained in a few short sentences; moreover, the various learning behaviors of visitors to a museum cannot be easily reduced to a simple formula. But based on my own learning experience in technology education and the many years I have put into museum-related education, I wanted very much to collect and discuss the various literature and cases that are available in this area and to offer my own opinions on the matter. Hopefully what I have to say will draw a greater response from my readers.
Much of the research and information that is available indicates that the educational roles of museums being emphasized. As a result, exhibitions and activities designed with 'people' in mind from the star are offering more and more suitable environments for learning for museum visitors. Interactive displays are on the increase-and not only in science and children museums. Even history museums and art galleries and other types of museums are getting into this are of education research, to provide exhibitions and DIY displays which are closer to real life. From the viewpoint of cognitive learning this should lead to optimum effectiveness in education. But the success of an exhibition does not lie entirely in its ability to provide interactive displays. It should also include good design and execution of the overall environment as well as effective museum guides. What is 'appropriate' is hard to define since the ability to comprehend and digest information various for person to person. Such as, differences in verbal comprehension among visitors may mean that offering an abundance of information and graphics in a display will not be as helpful as hoped in reaching desired levels of understanding.
There ate many, many variables involved in stetting up a learning environment and providing opportunities for study. This presents some difficulties for museums in developing their education programs, but it also means greater learning and more challenges for development. We have learned a number of things about human behavior and theories of development through cognitive psychology. Cognitive psychology offer us principles and directions for develop; but in order to improve the effectiveness of museum education we still need to strive harder to establish the principles that are involved in museum education!