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Abstract Visitors to museum settings have agendas that encompass a wide variety of missions. Agendas are known to directly influence visitor behavior and learning. Numerous agendas are at play during a visit to a museum. We suggest that in a museum‐based learning experience, children's agendas are often overlooked, and are at times in competition with the accompanying adult's agendas. This paper describes and qualitatively analyzes three episodes of competing agendas that occurred on young children's field trips to museums in Brisbane, Australia. The aim is to elucidate the kinds of tensions over agendas that can arise in the experience of young museum‐goers. Additionally, we hope to alert museum practitioners to the importance of considering children's agendas, with the aim of improving their museum experience. Suggestions are also made for ways in which educators can address children's agendas during museum visits in order to maximize learning outcomes. 相似文献
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Andrew Shouse Bruce V. Lewenstein Michael Feder Philip Bell 《Curator: The Museum Journal》2010,53(2):137-154
Abstract In this article, the editors of the recent National Research Council report Learning Science in Informal Environments: People, Places, and Pursuits discuss the report’s implications for museum professionals. The report is a synthesis of some 2,000 studies and evaluations of learning in non‐school settings such as museums. Here we focus on three specific topics discussed in the full report, which we see as particularly important for museum professionals. These are: a framework for developing and studying science learning experiences; cultural diversity as an integral resource for learning; and assessment of learning. Many museums include “learning” among their goals and many researchers concern themselves with how museums and other settings can be organized to support learning. Yet this wealth of research is rarely brought into focus and offered as guidance to the museum community. 相似文献
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AMBER AULD COMBS 《Curator: The Museum Journal》1999,42(3):186-197
This article presents the background, methodology, and results of a yearlong study of visitor motivation conducted by the Visitor Research Team (VRT) of Winterthur, a Delaware decorative arts museum. The article details the VRT's use of focus groups to determine what really motivates visitors to attend museums. Study results are consistent with recent work in the field showing that learning and recreation are the primary motivations behind museum visitation. Visitors valued museums as places for active, personal learning through the observation of objects and as outlets for physical and mental relaxation and escapism. Results also show that Winterthur visitors ascribe meanings to the words learning and recreation that are different from education and entertainment. The author calls on museums to discover the needs of their audiences and to design marketing and programming using visitors' vocabularies to promote and provide meaningful museum experiences. 相似文献
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TOM HENNES 《Curator: The Museum Journal》2002,45(2):109-121
The purposes of museums and those of their visitors often have little in common—despite the growing body of knowledge about museum learning and visitors' motivations. Based on concepts of experiential learning envisioned a century ago by the American educator and philosopher John Dewey, this paper explores bringing those purposes into closer alignment. A re‐evaluation of several factors—including criteria of experience, content organization, and the nature of inquiry—could lead to exhibitions more closely aligned with visitors' processes of self‐motivated activity and museums' goals for informal learning. One way is to shape exhibits and activity around problematical situations developed out of the exhibit experience itself and shaped by visitors' own purposes. By shifting focus from knowledge taxonomies to problem‐solving situations, museums could increase their exhibitions' potential for providing engaging educational experiences to visitors. 相似文献
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David Anderson Barbara Piscitelli Katrina Weier Michele Everett Collette Tayler 《Curator: The Museum Journal》2002,45(3):213-231
This article reports on a study of young children and the nature of their learning through museum experiences. Environments such as museums are physical and social spaces where visitors encounter objects and ideas which they interpret through their own experiences, customs, beliefs, and values. The study was conducted in four different museum environments: a natural and social history museum, an art gallery, a science center, and a hybrid art/social history museum. The subjects were four‐ to seven‐year old children. At the conclusion of a ten‐week, multi‐visit museum program, interviews were conducted with children to probe the saliency of their experiences and the ways in which they came to understand the museums they visited. Emergent from this study, we address several findings that indicate that museum‐based exhibits and programmatic experiences embedded in the common and familiar socio‐cultural context of the child's world, such as play and story, provide greater impact and meaning than do museum exhibits and experiences that are decontexualized in nature. 相似文献
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Kevin Coffee 《Curator: The Museum Journal》2013,56(2):163-167
Museum use is a process of ideological negotiation, and thus museum users are active agents, not empty vessels waiting to be filled with curatorial narrative. Ensuing dialogues argue over trivia as well as important ethical issues. Discussants take up topics that range over specific public programs, the object maker's motivations and intentions, the choice of a subject, the phrasing of a caption, or the selection of objects on display. These discussions are held in hushed conversations in crowded galleries, in casual conversations within museum hallways, or with animated gestures on the front steps. In the course of this dialogic social practice, each participant's cultural repertoire is enhanced and grows. Every dialogic event is part of a socio‐cultural continuum that will engender other events, with other participants. The comments made by visitors in a visitor comment book are therefore instances of the specificities and the universality of that discussion. 相似文献
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Abstract In this paper we describe the particularities of Latin American museum visitors as learners through an exploratory study that took place at Universum, Museo de las Ciencias, a science museum located in Mexico City. The exploration of the learning experiences of Latin American family groups was carried out by means of a case study approach and from a socio‐cultural theory perspective. This inquiry of 20 family groups reveals that nuances of the concept of “family,” in the Mexican context, are important in studying family learning in museum settings. The prominent roles of the extended family and interactions within family groups are discussed as intrinsic traits of a family’s museum learning. In addition, the outcomes of this study highlight the impact that the Latin American notion of educación has on museum education and research, as it encompasses issues that relate to the perpetuation of socio‐cultural values, child‐rearing, and ultimately, cultural identity. 相似文献
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《Curator: The Museum Journal》2017,60(4):411-426
This article discusses a study focused on investigating the effects of an art museum cultural experience on learning and behaviors of visitors with special needs. The participants, selected by specific inclusion and exclusion criteria, were 10 families with children diagnosed with Autism Spectrum Disorder. The author examined how the museum environment, with its opportunities for free‐choice, object‐based, and inquiry‐based learning, helped facilitate their educational and social needs. To record changes in the subjects' content knowledge and behavior, the author employed a mixed‐methods design, including the standardized Social Responsiveness Scale, parent surveys, behavioral observations, task evaluations, and parent interviews. The findings demonstrate that participation in a tailored educational museum program positively influences cognitive and social behaviors of children living with autism, thereby contributing to their overall well‐being. The paper also discusses implications for other museums nationwide working to establish quality access programs with long‐term benefits for special needs communities. 相似文献
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Museums, art galleries, botanical gardens, national parks, science centers, zoos, aquaria and historic sites are important public learning institutions. The free‐choice learning offered in these settings is closely linked to visitors' intrinsic motivation, making it important to understand the motivational factors that impact on visitors' experiences. This paper presents data from a questionnaire administered to visitors at three sites: a museum, an art gallery, and an aquarium. Similarities and differences among the sites are reported in relation to visitors' expectations, perceptions of learning opportunities, engagement in motivated learning behaviors, and perceptions of the learning experience. The importance of learning to museum visitors and the unique opportunities and challenges of the museum in relation to other educational leisure settings are discussed. The authors argue that the study of motivational factors might contribute to the development of a common theoretical foundation for interpretation in museums and other informal learning settings. 相似文献
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This paper explores the alignment of individual and organizational identity management. Two videotaped conversations between adolescents and teachers were analyzed in order to discover the extent to which individuals enact particular strategies to manage both individual and institutional identities. These episodes demonstrate little support for Pratt & Foreman's (2000) identity management strategies of deletion, integration or aggregation. Compartmentatlization, or the separation between conflicting identities, was the most prevalent strategy employed in both conversations. These findings raise questions about individual's positions within organizations and their abilities to enact various strategies and identities. The authors conclude by urging a reconsideration of the term, “identity management.” 相似文献
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Abstract The research results from the Museum Learning Collaborative (MLC) indicate that learning in museums (defined as conversational elaboration) is strongly influenced by three factors: 1) the learning environment (defined as the response to large design features); 2) conversational engagement (defined as explanatory, analytic and synthetic discussions of objects); 3) group identity (defined as knowledge, experience, and motivation). These results were consistent across different museum types and different visiting populations (Leinhardt and Knutson 2004). This case study uses the experiences and conversations of one group—four members of an intergenerational grandparent‐grandchild group—and one dimension of the model: identity. It examines how this particular group of grandparents used the museum setting to take on diverse roles in ways that reflected identities: the role of storyteller (a sharer of information and family knowledge); the role of playmate (a learner and teacher who can enjoy an environment); the role of modeler of caring social interactions (a harmonizer who can experience conversational coherence and dissonance with grace). The conversational segments reproduced here are a means of unpacking the MLC model and exploring the discourse behaviors of this particularly interesting group. 相似文献
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Lesley A. Langa Pino Monaco Mega Subramaniam Paul T. Jaeger Katie Shanahan Beth Ziebarth 《Curator: The Museum Journal》2013,56(3):323-335
Through a partnership with a local school, the Smithsonian Institution and the Information Policy and Access Center at the University of Maryland conducted an exploratory study to examine the motivations and needs of families visiting museums with children with Autism Spectrum Disorders (ASDs). This study represents one of the first undertakings to study visitors with ASDs, especially children, through a primarily qualitative data collection. Interest‐driven enjoyment emerged as a primary motivation, though to relax and to socialize outside of the family boundaries were not ranked as important motives for visiting museums. Children, who were directly interviewed, gave positive assessments of their museum experiences, while parents commented that challenges, both museum‐ and family‐related (crowds, loud noise, not feeling welcome, and a child's unpredictable behavior) surfaced in public settings like museums. Parents desired a “typical family outing” with their ASDs child, stating that manageable and safe environments helped families experience a museum. 相似文献
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Paul F. Marty Author Vitae 《Library & information science research》2011,33(3):211-219
The recent development of personal digital collections systems on museum websites has prompted researchers to examine the motivations and expectations of museum visitors as they interact with those systems. Results from an online survey completed by visitors to six different museum websites show that users of personal digital collections systems are primarily motivated by a desire to create simple collections of objects and images, and are less influenced by the more complicated features museums have implemented to encourage user participation. The significance of these findings is explored through a discussion of user expectations and motivations with respect to creating personal digital collections, and an attempt is made to reconcile some of the disparities between the perceptions of survey respondents and the experiences of museum professionals developing and implementing personal digital collections systems. 相似文献
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Monique Scott 《Curator: The Museum Journal》2005,48(1):74-89
This article explores the question of how transnational audiences experience anthropology exhibitions in particular, and the natural history museum overall. Of interest are the ways in which natural history museums reconcile anthropological notions of humanity's shared evolutionary history—in particular, African origins accounts—with visitors' complex cultural identities. Through case studies of British, American, and Kenyan museum audiences, this research probed the cultural preconceptions that museum visitors bring to the museum and use to interpret their evolutionary heritage. The research took special notice of audiences of African descent, and their experiences in origins exhibitions and the natural history museums that house them. The article aims to draw connections between natural history museums and the dynamic ways in which museum visitors make meaning. As museums play an increasing role in the transnational homogenization of cultures, human origins exhibitions are increasingly challenged to communicate an evolutionary prehistory that we collectively share, while validating the cultural histories that make us unique. 相似文献
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Beverly Sheppard 《Curator: The Museum Journal》2010,53(3):261-269
Abstract The publication of Learning Science in Informal Environments: People, Places, and Pursuits has garnered well‐deserved attention from the whole museum profession. It has become a point of discussion and debate, as well as a new tool for museum leadership and advocacy. Thinking of it only as a landmark report for science‐based museums, however, would be a mistake and a lost opportunity. This report has important content for cross‐disciplinary impact. It offers the gift of new language and thoughtful frameworks through which we can tell our individual stories more compellingly while supporting a shared definition of museums as valid places of learning. It gives fresh substance to the role of museums as effective learning resources. 相似文献
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Robert Baron 《Curator: The Museum Journal》2003,46(1):19-35
While state funding represents a primary source of support for museums, its characteristics and significance have eluded recognition and analysis. Programs and funding mechanisms vary considerably among states, ranging from support for specific projects in museums by agencies that fund multiple types of cultural institutions to state agencies exclusively devoted to museums. The Museum Program of the New York State Council on the Arts, which supports all disciplines of museums, faced critical challenges to its leadership role as funding was restored following a period of severe retrenchment. It engaged in open dialogue with the museum community as it developed new initiatives and services to the field. The Program worked with service organizations to create new approaches for professional learning about museum practices, made revisioning permanent collections an overarching guidelines theme and challenged exhibition applicants to explore neglected topics. It also emphasized multiple interpretive perspectives, mutual engagement with communities and sequential educational activities that provide in‐depth learning experiences. 相似文献
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Abstract Digital environments are one of the newest methods of resource‐ and program‐creation to be added to the museum toolkit, and are increasingly employed by museums across all fields to support learning. Unfortunately, this category is also one of the least‐fleshed‐out components in the Learning Science in Informal Environments (LSIE) chapter devoted to media. The report does not take into account the increasingly interwoven nature of media resources, particularly those found in digital environments. It is imperative that museums both become familiar with the breadth of research that is available related to digital environments and that they continue to specifically build an understanding of how this works in a museum setting. 相似文献
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Danielle Rice and Philip Yenawine are veteran art museum educators who have wrestled for decades with the thorny issues involved in teaching about and learning from art objects in the museum setting. While there is general agreement within art museums today that the object should be the focus of educational practice, debate continues as to the most effective processes for facilitating learning. Gallery teaching is one of the most contested arenas, with much of the disagreement centering on the place of information in teaching beginning viewers. In art museums, the issue of what and how to teach is complicated by the fact that many people, including artists, museum professionals, psychologists and educators consider art primarily as something to be enjoyed, and they posit this enjoyment in direct opposition to learning about art. Partly because of this, the function of art museum education and gallery‐based instruction is still evolving. 相似文献
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Museums are ideal institutions for the development of volunteer programs. A museum's commitments to education and research and to expansion of learning, as well as its physical resources, offer potentially attractive forms of involvement for various segments of the population. We discuss aspects of a long‐established, self‐funded resident volunteer program that integrates the resources of a museum's field station with seasonal staffing needs, resulting in economic benefits to the museum and educational and career‐advancement benefits to volunteers. The practices used to bring together these objectives are discussed, with the goal of providing an example for museum administrators so they might better appreciate the potential diversity of volunteer programs as methods of broadening museums' roles in society. 相似文献