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Analysis of the educational potential of a science museum learning environment: visitors' experience with and understanding of an immersion exhibit

[Zeitschriftenartikel]

Mortensen, Marianne Foss

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-255092

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Abstract Research pertaining to science museum exhibit design tends to be articulated at a level of generality that makes it difficult to apply in practise. To address this issue, the present study used a design-based research approach to understand the educational potential of a biology exhibit. The exhibit was considered an educational environment which embodied a certain body of biological knowledge (Biological Organization) in a certain exhibit type (Museographic Organization) with the intention of creating certain learning outcomes among visitors. The notion of praxeology was used to model intended and observed visitor outcomes, and the pattern of relationship between the two praxeologies was examined to pinpoint where and how divergences emerged. The implications of these divergences are discussed at the three levels of exhibit enactment, design, and conjecture, and theoretically based suggestions for a design iteration are given. The potential of the design-based research approach for educational exhibit design is argued.
Thesaurusschlagwörter museum
Klassifikation Sonderbereiche der Pädagogik
Freie Schlagwörter informal education; design study; science centre; praxeology; design‐based research
Sprache Dokument Englisch
Publikationsjahr 2010
Seitenangabe S. 517-545
Zeitschriftentitel International Journal of Science Education, 33 (2010) 4
DOI http://dx.doi.org/10.1080/09500691003754589
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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