首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Visits to museums and science centres are a part of most school science programs- but are they really learning experiences? By accompanying classes on visits and talking with the teachers and students during and after these visits, information has been gathered on the ways in which school groups currently use visits to two informal science learning settings in Sydney- a science education centre and a large museum. Comparison of the teacher and student behaviours on these visits with current views on good teaching/learning practice, reveals considerable anomalies. At the same time, reported studies of museum visitors suggest that family groups use museums for learning in ways which are quite different from the way most school groups do. Can these apparent mismatches be translated into a pathway for developing new approaches to learning in informal settings?  相似文献   

2.
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. AdamsEmail:
Jennifer D. Adams   is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran   received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta   is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley   is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY.  相似文献   

3.
科学馆在民国时期学校理科教学特别是中学理科实验教学中扮演了重要角色。民国时期公共科学馆从建议设立到零星出现再到行政推广的过程,凸显了它在中学理科实验教学中的作用及其与学校科学教育发展的关系。  相似文献   

4.
This paper focuses on museum and gallery education for adults in Dundee, Scotland. Dundee has recently experienced a shift from being mainly working class to an educational, cultural and tourist centre. Hence, an interesting field for the examination of the educational policies and practices of the city museums/galleries and the different fashions they receive and act upon wider developments in the museum world has emerged. Questions arising are how the new, open and accessible museum (and gallery) has changed the way education is constructed and offered in the museums in the city? What is the relationship of education with marketing and the new discourse of social inclusion and participation in museums and galleries? For example, one of the most pertinent findings was that, at least in Dundee, activity-based and individual learning has been over-valued, at the expense of a more social and dialogic educational experience that participants seemed to largely prefer and indeed propose as more meaningful to them. Although new ideas and participatory practices have improved attendance and the engagement of the local adult population, other issues, such as the new economic reality for museums and the close relationship of education with marketing are policies that were often treated with resistance, if not opposition, by the research participants.  相似文献   

5.
In this article I examine Dewey's ambivalent attitude toward art museums — criticizing their existence as repositories for the rich, while exploring their educational potential — by analyzing Dewey's comments on museums in various texts, by relating his ideas to museum education theories and practice of the time, and by exploring his involvement with Albert Barnes and the Barnes Foundation. Specifically, I discuss how these men influenced each other and consider possible reasons for Dewey's involvement with a "capitalist collector" such as Barnes. This examination is placed within the broader context of Dewey's philosophy of art as experience. An analysis of these issues is especially relevant at the present time, given that museums are increasingly involved in K-12 education through outreach and professional development programs, in addition to school tours.  相似文献   

6.
Historians of science have recently become increasingly involved with collections and scientific instruments. This creates opportunities for a more significant role of history in museums of science, as well as more meaningful and contextualized exhibitions and educational programmes. However, complementing the mainstream focus on universal scientific principles with history requires structural and cultural changes in museums’ approaches and practices. In this paper we draw from recent collaborative work with historians of science at the University of Lisbon to reflect on the challenges museums face as they prepare for a more meaningful historical approach to science. We argue that documentation is crucial both before objects enter the museum and as regular collections practice. We propose a conceptual and methodological framework comprising two operational levels: documenting individual objects and documenting collections.  相似文献   

7.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors. Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’ pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural and political contexts which shape it. Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia. Her research interests include adults' and children's learning in science and technology and the communication of science in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in science, mathematics and technology, and a statewide program to enhance scientific literacy in the community. Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based science projects.  相似文献   

8.
Until recently, museums mainly communicated well-established knowledge. Current science, however, is characterized by a rapid knowledge increase, so that we often have to deal with fragile and inconsistent knowledge. In order to develop exhibitions that encourage visitors to process information in a differentiated way, museums need to know how visitors deal with conflicting information. Furthermore, museum professionals need information on personal and situational factors that may promote the processing of such information. We tested whether conflict processing is influenced by personal characteristics such as situational interest, epistemological beliefs, tolerance of ambiguity, and self-efficacy on the one hand and by situational conditions such as the spatial arrangement of information on the other hand. In two science museums and one museum of cultural history, text pairs were displayed that described a topic from conflicting perspectives. The spatial distance between the two texts was manipulated. Semi-structured interviews and questionnaires captured the personal characteristics of 323 visitors and the way they dealt with conflicting information. The results showed that a majority of the visitors perceived a conflict, and a large proportion was willing to process the information at a deeper level. Sophisticated epistemological beliefs, a high tolerance of ambiguity, and high self-efficacy were found to promote situational interest in conflicting information. High situational interest, in turn, promoted a tendency to process deeply. Placing text pairs in close proximity had a positive effect on the processing depth in science museums but not in the museum of cultural history. A possible explanation lies in the higher density of additional and potentially interfering information in the science museums compared to the museum of cultural history.  相似文献   

9.
As I look back at K-12 science education in post-World War II America, it strikes me that surprisingly little progress has been made. This disappointing outcome cannot be due to a lack of effort, for in the last half-century our investment in science education reform—human and financial—has been substantial. In this essay, I focus first on some of our failures (as I see them) of the last 50 years, and speculate on why we were not more successful. With that in mind, I then propose a reform agenda for the next 50 years.  相似文献   

10.
Today, science is a major part of Western culture. One advantage of informal learning environments is that they are (potentially) open to a wide range of populations with varying levels of interest and knowledge. Because of their informal nature, documenting learning has proven challenging. Studies that assess learning in museums, therefore, must employ theories of learning that encompass a more complex view of what learning is. This qualitative study was conducted with a population of high-level pedagogical staff from museums in Israel, Europe and the USA. Its purpose was to characterise staff perception of the goals of science museums and how these goals are manifested in the exhibits. Interviews with 17 staff revealed a wide range of goals that come into play in the different science museums. Findings suggest that the pedagogical staff perceive the science museum’s goals as being to change public views regarding science, promote science education, and reduce disparities between populations. According to museum staff, science museums have an important role in changing visitors’ approach towards science, as well as providing an additional source of science education.  相似文献   

11.
Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research Council [2009] Learning science in informal environments: People, places, and pursuits. National Academies Press). In recent years there has been an increased interest in investigating not just what visitors to informal environments have learnt after a visit, but also how visitors interact and engage with exhibits during the visit (Davidsson & Jakobsson [2012] Understanding interactions at science centers and museums: Approaching sociocultural perspectives. Rotterdam: Sense Publishers). Within the field of school visits to science museums, however, interactions between students and museum educators (MEs) remain relatively unexplored. In our study of such school visits, we are mainly interested in the interactions that take place between three agents—the students, the museum educator and the physical setting of the exhibit. Using moment-to-moment fine grain analysis of multiple interactions allowed us to identify recurring patterns between students and the museum educators around exhibits, and to examine the MEs’ mediational role during the interactions, and the practices they employ to engage students with exhibits. Our study revealed that most interactions between MEs and students consist of technical explanations of how to operate the exhibits. The interactions that do move past this stage often include two main practices, which the MEs use to promote students’ engagement with the exhibits: physical instruction and engaging the students emotionally. Understanding what is actually happening in the learning process that occurs during students’ interactions with exhibits can help museum educators and exhibit designers improve the experiences of students on school visits.  相似文献   

12.
This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors’ learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors’ interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10–12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors’ interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.  相似文献   

13.
This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation’s GK-12 Program—a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with teachers. Final evaluations of 26 GK-12 sites were analyzed with a priori and emergent content analyses, which included rigorous inter- and intra-reliability testing. The results of the a priori analysis demonstrated that the GK-12 program incorporates all ERBCPD, but to drastically varying degrees (76–5%). The a priori characteristics that appeared most often were “Treats Fellows as professionals,” and “Professional development is on-going.” The two emergent characteristics included “Improves communication skills” and “Has real world application.”  相似文献   

14.
Abstract

This article discusses how museum settings can provide opportunities for sensory and aesthetic encounters and learning. It draws on research into museum education programmes that included examinations of curatorial construction and display, observations of teaching and open-ended interviews with museum educators. The examples selected here focus on themes of display and learning to illustrate how aesthetic experiences can emerge as incidental adjuncts to learning in other fields. They also acknowledge how museums draw on aesthetic judgements to categorise or present objects and employ aesthetic artefacts and practices as representative devices of cultural engagement, especially in learning themes in the humanities. The studies show how museums can offer opportunities and skills, and cultivate dispositions to the examination of challenging ideas about aesthetic status, sensibility, interpretation or value. Examples of purposefully constructed sites for aesthetic learning show how museum educators have rethought ways of facilitating affective sensory experiences, and raising questions of aesthetic status, response and the social and cultural functions of the arts. The studies discussed here suggest that museums can provide dedicated opportunities to cultivate independent aesthetic thinking and debate about aesthetic ideas as lifelong skills and pleasures.  相似文献   

15.
中小学虚拟科技馆作为建设数字化校园的一部分,可以使学生在虚拟科技馆中自由浏览,体验或操控虚拟展示的科学技术和产品,弥补实体科技馆的局限,培养学生的科学精神和素养。文章阐述了建设中小学三维立体虚拟科技馆的步骤、虚拟科技馆的数据采集与教学设计、虚拟科技馆建筑与展品的建模与烘培方法以及利用VR-Platform构建虚拟场景、实现虚拟交互控制的方法。  相似文献   

16.
教育是博物馆的主要目的和职能,而中小学是博物馆教育体系服务的重要对象。博物馆教育与学校教育之间存在着相互补充、相互延伸的关系,二者的合作不仅有助于学校课程的实施和学生学习,而且可以推动博物馆教育职能的不断完善和提升。文章介绍了美国博物馆与中小学互相合作的发展历程,分析了影响两者合作进程的主要因素,其成功经验对于探索中国博物馆与中小学教育系统的衔接合作颇有借鉴和启发意义。  相似文献   

17.
Shantia Kerr 《TechTrends》2011,55(1):28-31
The growing availability of online learning in K-12 education requires understanding of the tools and pedagogy necessary for effective teaching and learning. This paper provides recommendations to advance teaching and meaningful learning in online high school courses. Additionally, it provides principles of practice for teachers, students, and school and district level administrators. It concludes with a list of “best practices” for online, high school teachers. All recommendations are based on the findings from the author’s research in three secondary online learning settings.  相似文献   

18.
This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers’ and students’ self-efficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy.  相似文献   

19.
Given the mounting call for academic achievement gains in America's public schools—particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation's colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education's engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path.  相似文献   

20.
The focus of this paper is a case study of a Texas-based school that implemented global projects to connect their students with many states and countries as a platform for integrating collaboration and communication skills, technology tools, and cultural diversity into an existing curriculum. The school introduced videoconferencing at every grade level K-8 in a school-wide initiative to bring the world to the classroom through the engagement of global learning projects with distant partners. A rubric is presented that provides a framework for improvement of interaction and engagement in videoconferencing experiences to develop best practices. For the purposes of this paper, the value of global projects in K-4 will be discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号