We investigated the characteristics of a medical simulation-based informal learning environment (MSBE) of a science center—an environment not yet studied—to understand its uniqueness and its impact on visiting students. In the MSBE, students interact with, and operate, sophisticated simulators which demonstrate a range of medical situations. Visiting students comprised mainly high school students, who do not commonly visit science centers. They included Jewish and Arab students of diverse socioeconomic statuses. Data collection in this mixed-method study comprised pre-post open-ended views and content questionnaires, a semantic difference survey and interviews. To scrutinize student learning and attitude change, we compared the visiting students with a comparison group who did not visit the MSBE. The MSBE enabled mainly collaborative and active/hands-on learning that helped students visualize and experience abstract ideas and yielded a variety of learning outcomes. We present evidence that the students improved their attitudes toward biology and medicine and improved their understanding of biological principles related to the human body. Addressing both museum learning literature and literature on different types of scientific and health literacies, we highlight the value to student engagement and learning of this unique medical simulation learning environment.

中文翻译：

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在医学模拟非正式学习环境中参与手、头和心

我们调查了科学中心基于医学模拟的非正式学习环境 (MSBE) 的特征（尚未研究的环境），以了解其独特性及其对来访学生的影响。在 MSBE 中，学生与展示一系列医疗情况的复杂模拟器互动并进行操作。访问学生主要包括高中生，他们通常不访问科学中心。他们包括具有不同社会经济地位的犹太和阿拉伯学生。这项混合方法研究中的数据收集包括前后开放式观点和内容问卷、语义差异调查和访谈。为了仔细检查学生的学习和态度变化，我们将访问学生与未访问 MSBE 的对照组进行了比较。MSBE 主要支持协作和主动/动手学习，帮助学生形象化和体验抽象的想法，并产生各种学习成果。我们提供的证据表明，学生们改善了他们对生物学和医学的态度，并提高了他们对与人体相关的生物学原理的理解。针对博物馆学习文献和不同类型科学和健康知识的文献，我们强调了这种独特的医学模拟学习环境对学生参与和学习的价值。我们提供的证据表明，学生们改善了他们对生物学和医学的态度，并提高了他们对与人体相关的生物学原理的理解。针对博物馆学习文献和不同类型科学和健康知识的文献，我们强调了这种独特的医学模拟学习环境对学生参与和学习的价值。我们提供的证据表明，学生们改善了他们对生物学和医学的态度，并提高了他们对与人体相关的生物学原理的理解。针对博物馆学习文献和不同类型科学和健康知识的文献，我们强调了这种独特的医学模拟学习环境对学生参与和学习的价值。