Exploring the role of visitors’ self-identity in marine museum learning

Journal article

Yang, Kuay-Keng, Hong, Zuway-R, Liu, Ming-Chin and Lin, Huann-shyang. (2015). Exploring the role of visitors’ self-identity in marine museum learning. International Journal of Science Education, Part B: Communication and Public Engagement. 5(4), pp. 375 - 393. https://doi.org/10.1080/21548455.2015.1046152
AuthorsYang, Kuay-Keng, Hong, Zuway-R, Liu, Ming-Chin and Lin, Huann-shyang
Abstract

As research of self-identity, self-concept, and self-efficacy in the discourse of environmental education is scarce, this study attempted to explore the role of visitors’ self-identity in marine museum learning. With the use of on-site data collection, investigators of this study collected 144 completed questionnaire surveys from marine museum visitors. Seventeen of these visitors were randomly selected and agreed for an individual 30-minute follow-up interview to solicit their views of environmental awareness and responsibility. Results revealed that visitors who viewed themselves as explorer/facilitator (E&F) outperformed visitors who viewed themselves as experience seeker/recharger on self-concept and self-efficacy. In addition, E&F visitors tended to have a better understanding of conservation, sustainability, human–nature interaction, and science communication. All visitors did possess similar levels of interest and enjoyment during their museum visit. The above results provide insights into the important role of self-identity in the learning outcomes of self-concept, self-efficacy, and environmental awareness and responsibility among museum visitors.

Keywordsenvironmental awareness and responsibility; self-concept; self-efficacy; self-identity
Year2015
JournalInternational Journal of Science Education, Part B: Communication and Public Engagement
Journal citation5 (4), pp. 375 - 393
PublisherRoutledge
ISSN2154-8455
Digital Object Identifier (DOI)https://doi.org/10.1080/21548455.2015.1046152
Scopus EID2-s2.0-85045057633
Page range375 - 393
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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