Museums,schools and geographies of cultural value

This article explores a paradox and a possibility that have emerged from two pieces of policy-related research concerning educational use of museums within England. The paradox relates to the use of museums which, whilst widely perceived as rather elitist institutions, appear from a postcode analysis of school visits to museums to be visited by large numbers of schools located in areas of social deprivation. The present analysis further explores this paradox, drawing on revised postcode analysis and governmental indices of multiple deprivation and income deprivation affecting children. The analysis supports the contention that museums attracted visits from schools located in areas with some of the highest levels of deprivation, although it suggests that this result needs to be considered in relation to regional differences in areas of social deprivation, the location of museums and the differences between individual and area-based measures of deprivation. Attention is then drawn to the potential of considering museums through a geographical perspective, and specifically through Foucault's notions of primary, secondary and tertiary spatializations. It is argued that primary spatializations encompasses how museums are conceptualized and classified; secondary spatializations concern how various elements of museums are articulated together; and tertiary spatializations relate to the placement of museums in wider societal contexts and processes. It is suggested that the postcode analysis of school visits points both to the significance of considering tertiary spatializations relating to the social circumstances of museum visitors but also raised questions concerning primary spatializations of museums. Attention is drawn to changes in the classification and grouping of museums, and how these often encompass geographically based criteria related to the social reach of museums. The article ends by considering the degree to which museums might seek to further change their primary spatialization to reflect tertiary spatializations relating to cultural value.     

Neither Public Nor Private: The Hybridization of Museums

This paper takes a preliminary look at the hybridization of museums – the creation of a variety of mixed forms of governance incorporating both public and private governing authorities. Using data from three national surveys of American museums, the analysis documents the mix of types of governing authority and demonstrates how this mix varies across location, over time, and by museum type. The paper then estimates the extent of hybridization using several different indicators and speculates about its implications. The United States offers a particularly informative case because the general view is that American museums are (1) either public or private and (2) predominately private. While the second part of this view may still be a useful characterization of American museums, the first is no longer a particularly helpful way of understanding American museums, or, by extension, other cultural institutions, American or not. It is increasingly necessary to view cultural institutions through the lens of hybridization rather than privatization in order to improve our ability to document and predict their institutional behavior.     

从藏品到展品，从沉默者到讲述者——科学博物馆藏品向展品的转化模式与传播效果分析

现代科学博物馆与传统珍品收藏所的根本区别之一,即“藏品转化为展品”。对于科学博物馆来说,其展览品质和功能的实现,很大程度上取决于藏品转化为展品的深度和质量。通过理论研究和实践分析,笔者提出“图文转化”“多媒体转化”“机械与机电互动转化”和“叙事场景转化”四种藏品向展品的转化模式,旨在充分激活藏品功能,挖掘出其中的信息内涵并呈现给观众,最终实现展品展陈及博物馆教育的多重价值。     

“‘科学有曰’之激情世界杯”教育活动教案

本教案以“足球中的伯努利原理与马格努斯效应”为主题,结合中小学《科学课标》的要求,在科技馆现场模拟足球场景并依托有关流体力学的展品和实验等资源,以体验式学习、多感官学习、情境教学和做中学为主要教学方法,以实验探究、角色扮演相结合的活动形式,以视频播放为辅助教学技术手段,从而实现“了解力作用于物体,可以改变物体的形状和运动状态”“液体压强与流速的定性关系”等教学目标。     

基于科技藏品的科技博物馆传播策略初探

科技藏品在科技博物馆中的地位随着时代变迁与教育理念的变化在不断变化。科技藏品除了具备与互动性科学展品共有的科学性之外,还具备基于历史的真实性、信息传播的多维性和收藏价值的凸显性。并据此提出了五种科技藏品的科学传播策略:情境再现法、布局突出法、对比分析法、协同展示法、故事讲述法。     

营造场馆特色:基于藏品的传播策略

目前我国科技馆对科技藏品重视不足,未能善加利用科技藏品的历史意义和丰富内涵编撰展览“故事线”,同时对科技藏品的学术研究力度不够。本文通过对美国加州科学中心“奋进号和加州的故事”等展览的考察与分析,并结合“情境教学法”及“沉浸、认知”等相关概念,探讨科技藏品在“讲故事”、深化展览思想内涵、开发文创产品、营造场馆特色等方面的特殊作用。     

“探秘电磁”教育活动教案

“探秘电磁”项目针对初中三年级《物理》中电和磁部分的教学内容,以“探究电和磁的关系,了解电磁学发展史”为主题,利用重庆科技馆磁电展区的展品和辅助实验器材、科技制作等教学资源,以“基于实物的体验式学习、基于实践的探究式学习”为教学理念,采用“5E教学模式”,综合运用体验式学习、做中学、情境教学等教学方法,以展品体验与实验、制作相结合的活动形式,以达到《初中物理课程标准》“了解电与磁的关系”和“了解物理学及相关技术发展的大致历程,学习科学家在科学探索中的研究方法,并能在解决问题中尝试应用科学研究方法”的教学目标。     

馆校结合科学教育活动项目要素分析——以“第四届科普场馆科学教育项目展评”为例

本文依托科学教育项目展评案例集,从课标对接、展品利用度、使用的技术、学习方式、活动的教育评估五个维度对科普教育活动实施过程进行调查和研究,并结合团队实地走访的科技博物馆访谈数据进行分析总结和探讨,旨在为科技博物馆教育活动的设计开发实施评估提供一些借鉴。     

科技馆运营管理系统的探索——以广东科学中心运营管理为例

通过构建一套既能充分体现服务公众的公益性要求,实现良好的社会效益,又能增强自身的功能,拓展多方面的资金来源的运营管理系统,从而寻求一条促进科技馆可持续发展的路径。我们探讨广东科学中心的运营管理系统,就是为了探讨市场经济条件下大型公共设施运行管理的规律,为我国建立公共设施运营管理理论体系做出贡献。