抄録
Museum learning support for visitors, especially for novices, has not been sufficient because of the lack of a supporting model. According to previous work, museums should offer discrete points that are organized into chunks for helping their visitor interpret objects. However such an posteriori support seems still difficult for novices, because they have a lack of overall knowledge relating each point. Therefore, we advanced a suggestion that such novices should be taught object meanings from abstract ideas to more concrete points. We called such interpretation as a deductive methodology of museum learning support, and developed a webpage where learners can learn exhibition meanings by deduction. We evaluated the learning effects of the webpage comparing 4th grade pupils (age: 9-10) from two public schools; pupils of one school used our webpage beforehand and pupils of the other attended their teachers' pre-visit class. Both groups went to a museum, and noted down everything they thought in the museum. As a result, pupils who learned from the webpage could describe more original ideas than pupils who took a pre-visit class by their teacher. From this result, our webpage seems to make pupils learn the meanings of objects more strategically, which also leads to independent learning.
