Museum Facilitator Practice as Infrastructure Design Work for Public Computing

Autor/inn/en	Hladik, Stephanie; Sengupta, Pratim; Shanahan, Marie-Claire
Titel	Museum Facilitator Practice as Infrastructure Design Work for Public Computing
Quelle	In: Cognition and Instruction, 41 (2023) 2, S.248-289 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hladik, Stephanie) ORCID (Sengupta, Pratim) ORCID (Shanahan, Marie-Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2022.2129639
Schlagwörter	Museums; Facilitators (Individuals); Science Teaching Centers; Informal Education; Computer Science Education; Experiential Learning; Design; Exhibits; Foreign Countries; Coding; Canada + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Informelle Bildung; Nichtformale Bildung; Computer science lessons; Informatikunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Codierung; Programmierung; Kanada
Abstract	In this paper, we emphasize the importance of looking beyond technology itself and including interactional and experiential elements in our research gaze in informal computing education in science museums. We argue that, in these contexts, facilitation can be understood as "design work" that is both complex and challenging. We identify how focusing on "infrastructuring"--the process by which an exhibit's support systems emerge, shift, and are sustained in practice--can help develop a richer understanding of the complexity of this work. In this study, we examine facilitators' experiences of facilitating and supporting a computational exhibit in a science museum. We identify how facilitators' expertise, roles, and responsibilities shape their facilitation work. Through analysis of video-recorded interactions at the exhibit and interviews with facilitators, we showcase how facilitators' in-the-moment design moves addressed breakdowns of the exhibit's infrastructure. These design moves emerged from the complex interaction of each facilitator's epistemological views of computing and museum education, values, past experiences, and disciplinary background, as well as the museum culture and other institutional constraints. This analysis represents an important challenge to technocentric stances in informal computing education with implications for informal educators and managers, as well as designers and design researchers more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01