Understanding interactions at science centers and museums approaching sociocultural perspectives (SensePublishers, 2012)
Includes bibliographical references and index
Introduction - Eva Davidsson and Anders Jakobsson -- - Using Sociocultural Frameworks to Understand the Significance of Interactions at Science and Technology Centers and Museums - Anders Jakobsson, Anders Jakobsson, Eva Davidsson and Eva Davidsson -- - Changing Practices, Changing Identities as Museum Educators - From Didactic Telling to Scaffolding in the zpd - Doris Ash, Judith Lombana and Lucia Alcala -- - The Medium is the Message - Unravelling Visitors' Views of Body Worlds and the Story of the Heart - Erminia Pedretti -- - Family Engagement at Aquarium Touch Tanks-Exploring Interactions and the Potential for Learning - Shawn Rowe and James Kisiel -- - Student Teachers' Moment-to-Moment Reasoning and the Development of Discursive Themes -- an Analysis of Practical Epistemologies in a Natural History Museum Exhibit - Jesús Piqueras, Per-Olof Wickman and Karim M. Hamza -- - The Impact of Exhibit-Based Professional Development on Teachers'Pck - Judith S. Lederman, Gary M. Hollyday and Norman Lederman -- - Exploring and Scaffolding Learning Interactions Between Teachers, Students and Museum Educators - Janette Griffin -- - Look and Learn - Young Children's Behaviour at an Interactive Exhibit - Terence P McClafferty and Léonie Rennie -- - Activity Theory as a Lens to Examine Project-Based Museum Partnerships in Robotics - Tools, Challenges and Emergent Learning Opportunities - Jrène Rahm -- - Scaffolding Students' Post-Visit Learning from Interactive Exhibits - Jennifer DeWitt -- - Imitating the Family Visit - Small-Group Exploration in an Ecological Garden - Tali Tal
There is an increasing interest in understanding learning and knowledge development when visitors attend informal institutions, such as museums, science centers, aquariums and botanical gardens. But in what ways do visitors develop new knowledge, skills and awareness about displayed issues in these kinds of settings and how does the exhibition environment affect and scaffold learning processes? In this book, the authors turn their attention to visitorsu2019 and staff membersu2019 actions and dialogues during the visits in order to identify and study learning situations. A common approach is the use and development of socio-cultural and cultural-historical frameworks and theories as means for coming closer to the significance of interactions at different levels and in different contexts. The individual chapters cover learning interactions in relation to staff membersu2019 roles and identities, family visits, exhibitions as resources for professional development and school visits