Analysis of the Educational Potential of a Science Museum Learning Environment: Visitors’ experience with and understanding of an immersion exhibit

Mortensen, Marianne Foss

doi:10.1080/09500691003754589

Cited by 31 publications

(10 citation statements)

References 21 publications

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“…The notion of praxeology was originally formulated to describe the actions of teachers and learners in mathematics education research (Chevallard, ), but due to its general nature, it is spreading to science education research (e.g., Kurnaz & Sağlam Arslan, ; Madsen & Winsløw, ; Tetchueng, Garlatti, & Laube, ), as well as science museum research (e.g., Achiam, Simony, & Lindow, ; Bueno & Marandino, ; Mortensen, ). In fact, praxeology seems especially well suited to describe the actions of learners in the exhibition environments of museums because it specifically describes the relationship between the features of the environment and the corresponding practical and mental activity of people (Achiam, ).…”

Section: Methodsmentioning

confidence: 99%

Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration

Piqueras

Achiam

2019

Science Education

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Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research-based frameworks in their practice. To analyse the dynamics of educators' changes in knowledge, practices, and beliefs, we used the interconnected model of professional growth (Clarke & Hollingsworth, 2002. Teach Teacher Edu, 18, 947-967). During the collaboration, key educators' changes were evidenced in a progressive acquisition of the concepts and ideas and their transformation in functional tools for museum practice. However, the anticipation of potential benefits of the use of the theoretical frameworks, as well as the close collaboration in dialogue between researchers and educators, were pivotal for the development of these changes. Furthermore, our results show the significance of the contextualization of the frameworks in familiar practices, exhibits, and specific science content to use the theory in new contexts. Overall, our results suggest that introducing research-based frameworks in the work of museum educators was a successful approach in the collaboration but, at least to some extent, challenge the use of learning theories as solely ground for professional development in informal settings. K E Y W O R D S practical epistemology analysis, praxeology, professional development Science Education. 2019;103:389-417.wileyonlinelibrary.com/journal/sce

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Section: Methodsmentioning

confidence: 99%

Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration

Piqueras

Achiam

2019

Science Education

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“…Indeed, immersive exhibits promote a special interaction between the visitor and the exhibited objects, addressing in a more explicit way the interactions between humans and nature. On the other hand, immersion exhibits by their nature require a certain suspension of reality on behalf of the visitor (Belaën 2005;Bitgood 1990), and studies show that not all visitors are able to suspend reality to the extent that they can construct the intended meaning from their immersion experience (Mortensen 2011).…”

Section: Final Considerationsmentioning

confidence: 99%

The Diorama as a Means for Biodiversity Education

Marandino

Achiam

Oliveira

2014

Natural History Dioramas

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“…Citando Bitgood (apud Mortensen [22]) define imersão como uma prática especializada de exibição museográfica, que cria uma ilusão de tempo/espaço com a reconstrução das características chaves de um dado mundo de referência, e integra visitantes nesse mundo reconstruído.…”

Section: U a S P E S Q U I S A S S O B R E O J A R D I M D A P E R unclassified

10 years of the Perception Garden of the Centre for Scientific and Cultural Dissemination

Mori

Junior

Curvelo

et al. 2016

Rev. Cult. Ext. USP

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O Jardim da Percepção, exposição permanente do Centro de Divulgação Científica e Cultural (CDCC-USP), completa 10 anos em 2016. Em comemoração, este trabalho descreve os elementos expositivos presentes nesse espaço, especialmente os ambientes de imersão Casa Maluca e Cerrado/Mata de Galeria, e apresenta duas pesquisas que os tomaram como objetos. Os resultados reforçam a relevância dos museus e centros de ciências como espaços que contribuem para a elevação do nível cultural da comunidade de visitantes e também como loci de pesquisa

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Analysis of the Educational Potential of a Science Museum Learning Environment: Visitors’ experience with and understanding of an immersion exhibit

Cited by 31 publications

References 21 publications

Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration

Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration

The Diorama as a Means for Biodiversity Education

10 years of the Perception Garden of the Centre for Scientific and Cultural Dissemination

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