在博物馆、科学中心和展览馆中利用数字技术学习

本文以博物馆和展览馆等利用数字化技术所提供的学习为综述对象,描述了博物馆学习的相关理论及发展;对在博物馆内、外利用数字化技术进行学习的趋势进行了预测;并针对未来发展趋势,对博物馆学习的设计者和开发者提供了相关建议。     

Family Science Talk in Museums: Predicting Children's Engagement From Variations in Talk and Activity

Children's developing reasoning skills are better understood within the context of their social and cultural lives. As part of a research–museum partnership, this article reports a study exploring science‐relevant conversations of 82 families, with children between 3 and 11 years, while visiting a children's museum exhibit about mammoth bones, and in a focused one‐on‐one exploration of a “mystery object.” Parents' use of a variety of types of science talk predicted children's conceptual engagement in the exhibit, but interestingly, different types of parent talk predicted children's engagement depending on the order of the two activities. The findings illustrate the importance of studying children's thinking in real‐world contexts and inform creation of effective real‐world science experiences for children and families.     

科技场馆学习中的人工制品及其中介价值

该文对科技场馆学习中的人工制品及其中介价值进行了讨论。科技场馆中的人工制品主要表现为科技展品,它们对人的学习与发展具有重要作用。科技场馆中的人工制品内在地体现了人的"意向性",这种意向性集中体现为作为科技展品的人工制品被视为人与物质世界之间进行交互的中介工具。科技场馆境脉中参观者的参观过程可以被视为一种具有对话性质的意义建构实践,这种意义建构实践主要是由物质或器物层面上的各种人工制品提供中介支持,同时非物质层面上的各种人工制品也发挥着重要作用。二者在科技场馆境脉下的意义建构过程中发挥的中介作用,被统称为"借助于人工制品的中介"。     

Places of Public Memory: The Rhetoric of Museums and Memorials

EXPLORATIONS IN RHETORIC: STUDIES IN HONOR OF DOUGLAS EHNINGER Edited by Ray E. McKerrow. Editorial Committee: James R. Irvine, Donovon Ochs, Michael Osborn, Marilyn J. Van Graber. Glenview, Ill.: Scott, Foresman and Co., 1982; pp. vii + 184. $10.95.

AMERICAN RHETORIC FROM ROOSEVELT TO REAGAN. Edited with critical studies by Halford Ross Ryan. Prospect Heights, Ill.: Waveland Press, 1983; pp. xv + 309. $10.95 paper.

THE RHETORIC OF CONSERVATISM: THE VIRGINIA CONVENTION OF 1829–30 AND THE CONSERVATIVE TRADITION IN THE SOUTH. By Dickson D. Bruce, Jr. San Marino: The Huntington Library, 1982; pp. xxi + 218. $18.00.

THE RHETORIC OF PROTEST AND REFORM: 1878–1898. Edited by Paul H. Boase. Athens: Ohio University Press, 1980; pp. 354. $18.95.

ATTLEE. By Kenneth Harris. London: Weidenfeld &; Nicolson, 1982; pp. 630. £14.95.

SHAPING THE FIRST AMENDMENT: THE DEVELOPMENT OF FREE EXPRESSION. By John D. Stevens. Beverly Hills: Sage Publications, 1982; pp. 156. $7.95.

POSITIVE IMAGES: BREAKING STEREOTYPES WITH CHILDREN'S TELEVISION. By Jerome Johnston and James S. Ettema. Beverly Hills: Sage Publications, 1982; pp. 263. $10.95 paper.

GETTING TOGETHER: A GUIDE FOR GOOD GROUPS. By Em Griffin. Downers Grove, Ill.: InterVarsity Press, 1982; pp. 233. $5.95.     

Integration of Play, Learning, and Experience: What Museums Afford Young Visitors

This paper examines important factors in maximizing children’s experiential learning in the context of inquiry-based children’s museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children have opportunities to engage in play-based inquiry. Recommendations for maximizing children’s learning in museums, supporting children’s interactions with peers and adults, and offering affordances for children’s play are discussed.     

Teachers,Museums and Worksheets: A Closer Look at a Learning Experience

Journal of Science Teacher Education -     

Puppets Promoting Engagement and Talk in Science

Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children’s talk and engagement in science. The study was carried out with sixteen teachers of children aged 7–11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children’s motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective.     

Documenting Collections: Cornerstones for More History of Science in Museums

Historians of science have recently become increasingly involved with collections and scientific instruments. This creates opportunities for a more significant role of history in museums of science, as well as more meaningful and contextualized exhibitions and educational programmes. However, complementing the mainstream focus on universal scientific principles with history requires structural and cultural changes in museums’ approaches and practices. In this paper we draw from recent collaborative work with historians of science at the University of Lisbon to reflect on the challenges museums face as they prepare for a more meaningful historical approach to science. We argue that documentation is crucial both before objects enter the museum and as regular collections practice. We propose a conceptual and methodological framework comprising two operational levels: documenting individual objects and documenting collections.     

Informal and Non-formal Education: An Outline of History of Science in Museums

Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice.     

The Math and Science Engagement Scales: Scale development,validation, and psychometric properties

There is an urgent need to develop appropriate instruments to measure student engagement in math and science for the fields of research and practice. The present study developed and validated student- and teacher-report survey measures of student engagement in math and science. The measures are built around a multidimensional perspective of engagement by using a bifactor modeling approach. The sample was recruited from an ethnically and socioeconomically diverse middle and high school student population in the United States. The findings confirmed that student engagement is comprised of multiple related yet distinct dimensions, with evidence to support a bifactor structural model. There was also empirical evidence supporting measurement invariance and predictive validity. The results demonstrate the soundness of the psychometric properties of the Math and Science Engagement Scales.     

Defining and Measuring Engagement and Learning in Science: Conceptual,Theoretical, Methodological,and Analytical Issues

Engagement is one of the most widely misused and overgeneralized constructs found in the educational, learning, instructional, and psychological sciences. The articles in this special issue represent a wide range of traditions and highlight several key conceptual, theoretical, methodological, and analytical issues related to defining and measuring engagement. All the approaches exemplified by the contributors show different ways of conceptualizing and measuring engagement and demonstrate the strengths and weaknesses of each method to significantly augment our current understanding of engagement. Despite the numerous issues raised by the authors of this special issue and in my commentary, I argue that focusing on process data will lead to advances in models, theory, methods, analytical techniques, and ultimately instructional recommendations for learning contexts that effectively engage students.     

Science, Art, and Experience: Constructing a Science Pedagogy From Dewey’s Aesthetics

Drawing on the work of Dewey, we present a view of science education from the perspective of art and aesthetics. This perspective places a transformative, aesthetic experience at the forefront of educational objectives. Such experience involves the application of learning in everyday contexts, expansion of perception, and development of an increased interest in science ideas and aspects of the world illuminated by those ideas. We present a pedagogical model focused on fostering transformative, aesthetic experiences. This model involves two general categories of instructional methods: (a) methods of crafting ideas out of concepts, and (b) methods of modeling and scaffolding transformative, aesthetic experiences. We discuss how the methods comprising this pedagogical model relate to established science education methods.     

A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science

This paper investigates a Deweyan interpretation of constructivism as a means of developing a rationale for teaching science. The paper provides a review of constructivism from recent science education literature, along with some relevant criticisms. The paper then presents an interpretation of Dewey’s formulation of the role of knowing and scientific concepts as tools for integrating and transforming experience, based primarily on Experience and Nature and The Quest for Certainty, arguing that a Deweyan version of constructivism improves upon recent cognitivist versions of constructivism, while providing a general justification for why ideas in science are worth teaching and learning.     

Understanding Engagement in Mental Health Services for Preschool Children: An Analysis of Teacher,Clinician, and Parent Perspectives

The purpose of this study was to examine the experiences of mental health clinicians in providing services in the preschool setting. Clinicians provided services for 3 years in urban, northern New Jersey preschools, in order to expand access to mental health services for vulnerable children. At the conclusion of the three-year period, focus groups were conducted with clinicians and teachers, and interviews were conducted with parents to gain their perspectives on the approaches used. Data were coded for emergent themes and a number of themes developed around aspects of engagement, including engaging the community, teachers, other professionals, and parents in order to effectively provide the service to the target population. The data provide insight into techniques that may increase comfort levels for seeking and accepting treatment.