Designs for Learning: Studying Science Museum Exhibits that Do More than Entertain

Autor/in	Allen, Sue
Titel	Designs for Learning: Studying Science Museum Exhibits that Do More than Entertain
Quelle	In: Science Education, 88 (2004), (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20016
Schlagwörter	Museums; Science Teaching Centers; Science Education; Exhibits; Design; Research; Evaluation + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Naturwissenschaftliche Bildung; Forschung; Evaluierung
Abstract	Science museum staff face a constructivist dilemma as they design their public spaces: the exhibits should facilitate science learning, yet they also need to support a diverse visiting public in making their own personal choices about where to attend, what to do, and how to interpret their interactions. To be effective as teaching tools, exhibits need to be highly intrinsically motivating at every step of an interaction in order to sustain involvement by an audience who views their visit primarily as a leisure activity. Given these challenges, it is vital to support the design process with a strong program of research and evaluation. I give a personal perspective on one institution's research and evaluation work over the last decade, focusing on four areas: immediate apprehendability, physical interactivity, conceptual coherence, and diversity of learners. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10