Literaturnachweis - Detailanzeige
| Autor/in | Dornfeld Tissenbaum, Catherine L. |
|---|---|
| Titel | Examining Distributed Scaffolding in Museums: Investigating How Social and Material Scaffolds Support Learning in a Science Exhibit |
| Quelle | (2018), (180 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Wisconsin - Madison |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4387-6894-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Museums; Scaffolding (Teaching Technique); Exhibits; Science Education; Science Teaching Centers; Informal Education; Recycling; Parents as Teachers; Peer Teaching; Access to Information; Feedback (Response) |
| Abstract | As an informal learning context, science museums offer opportunities for visitors to engage in shared meaning-making as they interpret the concepts and phenomena presented in exhibits. As visitors engage in social meaning-making, they may provide support by scaffolding others' learning. Scaffolding describes support that is tailored to learners' needs, and it may be distributed across people, tools, technologies, and activities, referred to as scaffolds. Certain kinds of interactions between these scaffolds may be especially helpful for supporting learning. While we have begun to understand how distributed scaffolding supports students' learning in museums, we have yet to understand how distributed scaffolding supports families' learning in museums. In response, I investigated how social and material scaffolds in an interactive, facilitated pop-up exhibit about compost supported families' learning. I first reviewed prior research about scaffolding and its evolution as a metaphor for support, along with prior research about museum learning, to understand how people and/or exhibits provided scaffolding for learning. Next, I studied how 23 families acted as social scaffolds by participating in a process of scaffolding, as seen in their interactions with the exhibit. While I expected parents to provide scaffolding to their children, children also provided scaffolding to their peers. Lastly, I studied how material scaffolds in the exhibit interacted with social scaffolding provided by the same 23 families. The material scaffolds complemented social scaffolding by affording joint activity on a regular basis and affording access to information and feedback at key moments in visitors' interactions. Echoing research in classrooms, shortcomings in the design of distributed scaffolding in the exhibit resulted in a need for additional support from social scaffolds. These studies contribute a deeper understanding of the ways in which families participate in the process of scaffolding in science exhibits, and the ways in which material scaffolds complement support from social scaffolds. The theoretical implications point to future research examining peers' motivations and strategies for providing support along with permutations of exhibit design that afford social interaction and learning. The practical implications point to broader accommodations in the design of material scaffolds for visitors, especially younger children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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