Literaturnachweis - Detailanzeige
| Autor/in | Pedretti, Erminia G. |
|---|---|
| Titel | Perspectives on learning through research on critical issues-based science center exhibitions. |
| Quelle | In: Science education, 88 (2004) S1, S. S34-S47Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Außerschulischer Lernort; Außerschulisches Lernen; Museumspädagogik; Kontextualisierung; Ausstellung; Museum |
| Abstract | Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2006/3 |
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