Abstract:

Museum study tourisms are an important tourism business format as well as a teaching and learning structure. Using semi-structured interviews, non-participatory observations, and significant network text analysis, this article examines the teaching and learning mechanisms in museum study tourism from the perspective of situated cognition and learning theory. According to research, museum study tourism can provide authentic, multi-type, time-space-crossed, and integrative knowledge. The character of museum study tourism allows experiencers to enjoy the full-body experience in composite spatiotemporal contexts and group interaction. These characters will create cognitive channels for the experiencers. Following that, the experiencers of museum study tourism will be initiated with educational intentionality, encouraged to engage in self-constructive learning, promote the generative development of the self, and ultimately optimize cognition and behaviour. This article seeks to examine the internal logic of teaching and learning in museum study tourism, develop a situational teaching and learning mechanism model for museum study tourism, and provide references for the development of museum study tourism products.

Key words: tourism situation, tourism experience, situated cognition and learning, constructive learning, museum education