Exploring the Role of Visitors’ Self-Identity in Marine Museum Learning

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.

Keywords:

• Environmental awareness and responsibility
• Self-concept
• Self-efficacy
• Self-identity

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study was supported by the Ministry of Science and Technology, Taiwan under grant MOST 103-2511-S-110-004-MY3.