Multiple modes of meaning‐making in a science center

Abstract

ABSTRACT:In this paper, I address some of the unique challenges of studies of learning in museums through a microanalytic case study of meaning-making among a group of youth and a curator. Through an examination of youths' forms of participation in one exhibit, I illustrate local meaning making achieved through multiple modalities-by doing, talking, and the manipulation of the exhibit. In turn, I show how multiple on-going dialogues come to interact and constitute talk and action at the science exhibit underlining the idiosyncratic nature of meaning-making. While the dialogue examined in this paper may be considered as a rather unremarkable event in terms of learning, it underlines that the study of meaningmaking entails a focus on more than mere conversations in situ in that verbal and nonverbal interactions need to be considered simultaneously. Furthermore, the analysis suggests that museums may be best seen as one among many resources for science literacy development whose impact can only be understood through an assessment of learning trajectories over time and across space. Suggestions are made for museum design and future studies of learning in consideration of the issues raised.

Museums as avenues of learning for children: a decade of research

“…In the last decade, constructivism and, in particular, sociocultural theory have greatly impacted children's programs/exhibition and museum learning research designs (Bamberger and Tal 2007;Falk and Storksdieck 2005;Martell 2008;Rahm 2004). Also, researchers have highlighted how the museum environment influences theory choice (Hooper-Greenhill and Moussouri 2000).…”

“…The importance of guidance was evident in our review (Van Schijndel et al 2010;Wolf and Wood 2012) and was provided in a variety of ways (modeling, posing of questions). Several researchers (DeWitt 2008;Martell 2008;Rahm 2004;Zimmerman et al 2008) who used sociocultural theory focused their analyses on parent-child and school-group conversational interactions. For example, Zimmerman et al (2008) examined the interweaving role of children's cognitive resources, social interaction and cultural resources in knowledge construction and meaning-making of the scientific content and practices.…”

Exhibiting Performance: Co‐participation in science centres and museums

“…Yet, except for a few examples (cf. Diamond, 1986;Rahm, 2004), little analytic attention has been given to how people's talk is interwoven with their bodily and material conduct.…”

“…Carlisle, 1985;Lucas & McManus, 1986;Puchner, Rapoport, & Gaskins, 2001;Weier & Piscitelli, 2002) for a few examples (cf. Diamond, 1986;Rahm, 2004), little analytic attention has been given to how people's talk is interwoven with their bodily and material conduct.…”

“…Yet, except for a few examples (cf. Diamond, 1986;Rahm, 2004), little analytic attention has been given to how people's talk is interwoven with their bodily and material conduct.This paper draws on recent research concerned with the ways in which people experience computer-exhibits in and through social interaction. Yet, rather than focusing on talk and conversation, it focuses on a form of social interaction and participation that we see as being performative in nature.…”