Learning from Museums: Visitor Experiences and the Making of Meaning by John H. FalkWhy do people go to museums and what do they learn there? What roles can museums serve in a learning community? How can museums facilitate more effective learning experiences? John H. Falk and Lynn D. Dierking investigate these questions in Learning from Museums. Synthesizing theories and research from a wide range of disciplines, including psychology, education, anthropology, neuroscience and museum research, Falk and Dierking explain the nature and process of learning as it occurs within the museum context and provides advice on how museums can create better learning environments. Visit the authors web page
CONTEXTUAL MODEL OF LEARNING IN SCIENCE MUSEUMS – AN EXPERIENCE IN PONTO UFMG ITINERANT MUSEUM
Another handy reference for those dealing with interpretation and education in a museum setting. Dierking provides some excellent studies into museum-goers motivations and experiences, and every chapter ends with a summary and bibliography. Why do people go to museums and what do they learn there? What roles can museums serve in a learning community? How can museums facilitate more effective learning experiences? John H. Falk and Lynn D.
Margarida Lima Costa , R. When performing an informal activity of Science communication, such as reading a book, visiting a Science fair or going to a museum, there are necessary and enough situations to share knowledge, information and, consequently, opportunities of teaching and learning. Considering those aspects, Science museums consolidate themselves as informal places of Science communication. Under that perspective, this paper is oriented by two main questions: Which strategies stand out during the mediation between the visitors and the Ponto UFMG Itinerant Museum exhibit? How can the personal intrinsic motivation influence the way each visitor will relate with the objects and subjects covered in the museum space, therefore influencing the learning? In the hope of answering the central questions of this research, which can be considered a case-study Yin, , it was held an investigative work with 15 primary school students, with ages between 10 and 12 years old, that presented learning disability. For two months, several activities and scientific interventions were performed during the after class period, in the Ponto UFMG Itinerant Museum.
With twenty years experience in the museum and science centre sector, with a degree and PHD in Zoology, Sally specialises in start development of science centres and science education projects. Sally led the development of W5 from conception to completion and became the founding Chief Executive in to
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After reading part of the book in graduate school, I finally got around to reading all of it. The authors published The Museum Experience Revisited in but the original remains valuable and available, now through Routledge. At the beginning of the book, Falk and Dierking note that most people spend their leisure time at home, an idea recently highlighted in a blog post by Colleen Dilenschneider. The fact that someone as respected as Dilenschneider feels the need to address this idea 25 years after Falk and Dierking shows that museums are still struggling to understand that we exist in a larger leisure-time ecosystem. We need to give people a compelling reason to come to our museums, but we also need to understand how our visitors operate so they will have a fulfilling visit when they show up.
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Include Synonyms Include Dead terms. Peer reviewed Direct link. Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: 1 How do specific independent variables individually contribute to learning outcomes when not studied in isolation?