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1.
How can museums encourage active family learning? Four Philadelphia area science institutions—The Franklin Institute Science Museum, the New Jersey State Aquarium, the Academy of Natural Sciences, and the Philadelphia Zoo—have investigated the answer to this question as part of the PISEC (Philadelphia-Camden Informal Science Education Collaborative) Family Learning Project. PISEC is conducting research and exhibit development aimed at increasing understanding of family learning in science museums and identifying the characteristics of successful family learning exhibits. The PISEC project has three phases, two of which have been completed: (1) a research study to establish behavioral indicators for family learning; (2) the development and evaluation of four exhibit enhancements aimed at achieving family learning goals; (3) a research study of the impact of the four enhanced exhibits. This article will describe the results of formative evaluation conducted during Phase 2 of the project. “Family learning components,” or exhibit enhancements, designed to help adults and children learn together, were developed, field-tested, revised, and installed at each of the four museums. PISEC has identified seven characteristics of successful family learning exhibits: multi-sided, multi-user, accessible, multi-outcome, multi-modal, readable, and relevant. The four PISEC family learning components, embodying these characteristics, appear to have increased active family learning. 相似文献
2.
This report is based on research findings of a National Science Foundation (NSF)-funded study conducted by the Philadelphia/Camden Informal Science Education Collaborative (PISEC), which consists of four institutions: The Franklin Institute Science Museum, the New Jersey State Aquarium, The Academy of Natural Sciences, and the Philadelphia Zoological Garden. The first year's study addressed the question “How can we identify and measure family learning in science museums?” It documented a relationship between learning levels and observable behaviors. On the basis of coding family conversations and interview data for level of learning, we see that families do learn from exhibits and that the level of learning is related to specific observed behaviors. Grouping these behaviors as performance indicators provides a useful measure of exhibit learning. 相似文献
3.
近年来,伴随教育改革,科学中心作为非正式教育的重要场所,逐渐将科学探究作为科学学习的核心。在改革浪潮之下,一些传统的展品理念已无法满足观众从“被动操作工”到“自主探究者”角色转变的需求,同时场馆也需要在展品创作上获得更多自由。本文选取探索馆的一个展品研究项目作为案例,借助对具体展品的观众研究和设计特征分析,详述以转变观众角色为目标的展品设计要点和策略,希望为国内科技馆建设及展品设计研究提供启示与参考。 相似文献
4.
Abstract This article describes Project ASTER III (Active Science Teaching Encourages Reform), a science professional development program for early elementary teachers, which is based on the premise that people learn best by doing. Very few professional development programs focus on early childhood teacher development and how best to integrate informal science centers into teaching. In ASTER III, development teams—consisting of university scientists, science educators, K‐3 teachers, and educators from a hands‐on science museum—developed 5E lesson plans aligned with the Ohio Academic Content Standards and the National Science Education Standards in conjunction with the museum’s exhibits. This study explores the impact of the ASTER III model on teacher perceptions about the role and effect informal science museum visits have on subsequent teaching and student learning. 相似文献
5.
The Naive Knowledge Study at the Franklin Institute Science Museum in Philadelphia, Pennsylvania, took place over a three-and-one-half-year period ending in April 1992. It was both a research and application project to uncover widespread misconceptions about the concept of gravity held by museum visitors and to test the efficacy of hands-on exhibits in altering these naive notions. Exhibits were designed to counter typical and persistent misconceptions and enable visitors to shift from the naive knowledge of the “novice” to the more sophisticated understanding of the science “expert.” The study revealed that hands-on exhibits with carefully worded labels can, indeed, alter naive notions and open the door to new understanding. 相似文献
6.
The literature on family behavior in informal science settings consists primarily of observational studies of behavior, focusing on generation and gender roles and learning strategies. Much effort has been expended studying the family visit, building the foundation for further study. A question that remains is: Can we infer learning from observations of learning behavior among family members? The literature in this annotated bibliography addresses issues involved in understanding the family learning process — what a family is, why families visit museums, how they behave in museums, how they learn in museums, and measuring learning. 相似文献
7.
Many museum professionals believe that immersive exhibits—those that surround visitors—provide more attractive, engaging and effective learning experiences than tabletop exhibits. We investigated this claim by comparing visitors’ experiences of the two exhibit types, using pairs of exhibits that differed in scale (immersive vs. tabletop), but shared the same content and similar visitor activity. We randomly selected, videotaped, interviewed, and sent follow‐up surveys to sixty families who experienced immersive exhibits and sixty families who experienced tabletop exhibits. We found that each design type had strengths. Learners at immersive exhibits more often returned to the exhibits mentioned the exhibits’ positive aspects, and saw themselves as part of the exhibits. Conversely, learners spent longer periods of time at tabletop exhibits, and engaged in more content‐related reasoning. Study results partially support the view that immersive exhibits may be more fun and engaging than tabletops. However, results also counter the expectations that being immersed in exhibit experiences will lead to greater physical and intellectual engagement. 相似文献
8.
合肥市科技馆“玩具总动员”教育项目对接小学科学课标中的“技术与工程”领域,以学生感兴趣、同时也给予其陪伴的玩具作为切入点。本教案将“基于展品的问题、项目双驱动式学习”作为主要教学模式,结合科技馆展品以及教育活动资源,引导学生综合运用学科核心概念、跨学科概念和科学实践解决问题,在潜移默化中体会工程技术对解决实际问题的重要性,以及工程与技术的创新发展对社会的影响。 相似文献
9.
周文婷 《自然科学博物馆研究》2019,(1):43-48
近年来许多科技馆引进了STEM教育项目,但教育理念却与真正的STEM教育有较大差距,并且未能与科技馆展品及其教育的基本特征相结合。为此,本文对美国《新一代科学教育标准》和我国《小学科学课标》的相关内容进行分析,探讨当代科学教育与STEM教育的核心理念,将其与科技馆展品及其教育的基本特征相对照,以“基于实物的体验”“基于实践的探究”及“多样化学习”作为科技馆“馆校结合”项目开发思路,并以《消化大冒险》主题课程为例,介绍了厦门科技馆在课程开发中的探索实践。 相似文献
10.
In 2010, the Civilians—a New York based investigative theater company—received a three‐year grant from the National Science Foundation to develop The Great Immensity, a play addressing the complexity of climate change. The rigorous research that the Civilians puts into each production, the balance of scientific content and public engagement, the inclusion of scientists within the artistic development process, and the effort to engage a varied audience via a multi‐platform media approach, make the project a relevant case study for curators working with public science communication. 相似文献
11.
近年来许多科技馆开展了STEM教育项目,也出现了偏离STEM教育理念和教学效果不理想等问题。通过文献研究和相关教育学理论的学习,笔者认为STEM教育是基于科学与工程实践的跨学科探究式学习,并兼有项目实践与探究式学习双重特征的“基于项目的学习”(PBL),为保障STEM教育项目的教学效果提供了有效的教学法工具。在此基础上,长春中国光学科学技术馆运用PBL进行了STEM项目教学设计的实践尝试。 相似文献
12.
Marsha L. Semmel 《Curator: The Museum Journal》2010,53(2):155-162
Abstract The Institute of Museum and Library Services (IMLS) has funded hundreds of projects that promote lifelong learning in all disciplines and types of museums and libraries, including museum/library partnerships with schools, universities, and other formal learning organizations. Learning Science in Informal Environments: People, Places, and Pursuits (LSIE) is a milestone in a continuing quest to understand and articulate the impact of informal learning experiences. Its recommendations identify significant issues for future research and practice, with implications beyond science learning. This article places the report in the context of previous and future IMLS work, including increased agency focus on—and resources for—research, evaluation, collaborative projects, and professional development. 相似文献
13.
选取图书馆学、情报学领域各4种核心期刊,构建近30年的关键词共现网络,引入学科隶属度和G-N聚类算法,对图书馆学、情报学领域的知识地图进行共时和历时分析。研究发现:该领域的关键词共现网络符合复杂网络的基本特征。共时分析发现:可将该领域划分为10个板块;属于情报学的5个(信息组织、信息检索、文献计量学、用户研究与服务、网络技术);属于图书馆学的4个(信息资源建设、文献学、资源共建共享、图书馆事业);两学科关注度相当的1个(开放存取)。历时分析发现:1990年以前图书馆学研究的体系性更强;1990-2000年,情报学的发展态势强于图书馆学;2000年后图书馆学则强于情报学。 相似文献
14.
侯林 《自然科学博物馆研究》2023,(3):61-74
科技馆展览展品设计通过科学和艺术的完美融合,不断突破常规、激发想象的跨界表达,成为了现阶段中国科学文化语境中亟需研究的课题,更是科技馆展览展品研究工作的一项任务。本文从艺术创作在科技馆展览展品设计中的必要性与现实意义入手,对展览展品策划、环境艺术设计、展品造型设计三个方面来解读具体的实践方法。科技馆为了避免枯燥的教化式科学传播,其作为传播美学和艺术的载体作用将会受到广泛重视,艺术创作的融入能够切实提高展览的艺术性、原创性和生动性,赋予科普展览更多可能,也为科技馆自身发展带来更大的上升空间。 相似文献
15.
美国“图书馆作为公众科学社区中心”项目旨在通过公共图书馆社区锚点的身份扩大公众科学的实践范围、提升公众科学素养,在全美范围内产生了广泛影响,值得我国学习借鉴。本文利用网络调查法对该项目进行研究,分析其实践举措,为我国公共图书馆推动公众科学的发展提供有益借鉴。具体来说,可通过吸引民众参与公众科学项目、开展公众科学项目科研数据管理与共享服务、提升图书馆馆员公众科学服务能力和构建以公共图书馆为枢纽的全国公众科学协作网络等措施,将公共图书馆打造成为公众科学的社区中心,支持公众科学的普及和可持续发展。 相似文献
16.
胡梦岩 《自然科学博物馆研究》2023,(3):55-60
随着科学教育越来越受到国家的重视,科技馆的教育功能也日益受到关注。作为科技馆的重要组成部分,科技展品不仅是科学知识的信息载体,也是教育功能发挥的重要媒介。本文从建构主义学习理论和情境认知学习理论两种学习理论出发,以合肥市科技馆科技展品设计与实践为例,分析了馆内展出的部分具体科技展品的教育功能,探究了学习理论与科技展品理念的内在联系,提出了增强科技展品教育效果的启示,为我国科技展品设计工作提供了一定借鉴。 相似文献
17.
Abstract A common goal of science museums is to support the public in science inquiry by engaging groups of visitors with interactive exhibits. This article summarizes the efforts of a team of researchers and practitioners to extend and deepen such inquiry by explicitly coaching families in the skills of scientific inquiry at interactive exhibits. The first phase of the project, reported here, involved designing a “best case” program that worked for small groups of casual visitors under ideal circumstances, facilitated by an experienced educator in a quiet laboratory near the public floor. The final program, called Inquiry Games, taught visitors to sandwich their spontaneous physical experimentation between two additional phases: asking a question to drive their investigation at the beginning; and interpreting the results of their investigation at the end. Provisional evaluation data suggest that the Inquiry Games improved visitors' inquiry behavior in several ways and was rated as very enjoyable by them. Encouraged by these indicators, we suggest ways in which this program might be implemented on the open museum floor. 相似文献
18.
This comparative study explored Chinese family groups' dominant visit motivations in science museums and aquariums in order to understand the perceptions of these audiences, who are an under‐represented cultural demographic in the literature. In this study, 503 Chinese participants—131 in the China Science and Technology Museum, Beijing; 127 in the Beijing Aquarium, Beijing; 136 in Science World British Columbia, Vancouver; and 109 in the Vancouver Aquarium, Vancouver—completed a Family Group Visit Motivation Questionnaire. The results report four dominant visit motivations for these Chinese family groups. Significant differences in a fifth motivation, social interaction, were detected in comparing the Beijing and Vancouver Chinese family samples. Also, Chinese family groups were more likely to perceive science museums to be settings that can satisfy their educational and personal interest needs, compared to aquariums. This study provides insights for science museums and aquarium practitioners to better understand this audience demographic. 相似文献
19.
学科交叉的测度、可视化研究及应用——一个情报学文献计量研究案例 总被引：1，自引：0，他引：1
将学科交叉的定量化研究分为计量指标和可视化两种方式,深入分析Rao-Stirling、信息熵、中介中心度、网络密度和网络核心度5种指标的计量差异和学科交叉覆盖地图的可视化方式。在此基础上,以Web of Science数据库收录的2001-2010年间情报学期刊论文为数据源做学科交叉度计量的实证研究,分析5种交叉度计量指标的计量特征和指标间的相关关系。研究发现：情报学在这10年间并未与与本学科跨度较大的学科形成更多交叉,同时情报学在其研究领域内的核心地位有所减弱,并通过学科交叉覆盖图展示情报学研究领域的范围以及与情报学关系最为密切的学科领域。 相似文献
20.
Abstract The National Research Council report Learning Science in Informal Environments provides a much‐needed synthesis of what research says about informal learning. LSIE makes key observations about science learning and emphasizes the challenges faced in trying to understand and document those complex processes. Yet assumptions about how—and under what conditions—people learn science are not necessarily universal constructs. Such assumptions are driven by the theoretical perspectives of the researchers, as well as the culture of the learners themselves. The limited scope of the volume prohibits it from fully addressing such cultural and historical contexts, and the subsequent implications for methodological approaches. Nevertheless, the report is an important starting point for informing educators, researchers, and policy‐makers who work with or within informal science institutions. 相似文献