Encountering Nanotechnology in an Interactive Exhibition

Murriello, Sandra; Knobel, M.

doi:10.1080/10598650.2008.11510602

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Quantitative information sources used in all types of museums research often involved surveys that required children or teacher/parent to answer closed-or open-ended questions (e.g. Bamberger and Tal 2007;Murriello and Knobel 2008;Zimmerman et al 2008). However, measuring preschool children's learning in relation to interactivity has proved to be a challenge in museum education research (Van Schijndel et al 2010).…”

Section: Methodological Approach and Information Sourcesmentioning

confidence: 99%

“…In many science museums and centres, the rapid evolution of information and communication technologies have replaced the role of humans in facilitating children's learning (Cheng et al 2011;Murriello and Knobel 2008;Hsu et al 2006). As a result, multiple and overlapping interactivity types are occurring with child-technology (see Fig.…”

Section: Science Museumsmentioning

confidence: 99%

“…Children recounted the rich learning experience about identifying small-scale length or the concept of tiny particles. By studying an educational multimedia experience (music, images and computer simulation) presented in an attractive, playful and modern environment, Murriello and Knobel (2008) demonstrated the combination of facilitating strategies and activities of all interaction types.…”

Section: Science Museumsmentioning

confidence: 99%

“…Like Cheng et al (2011), Murriello and Knobel's (2008) study employed technology in order to increase the nanoscience and nanotechnology understanding of children. During an hour-long experience guided by an actor and facilitators, visitors participated in four interactive-collaborative games and watched two narrated videos.…”

Section: Science Museumsmentioning

confidence: 99%

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

Andre

Durksen

Volman

2016

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In this review, we focus on the museum activities and strategies that encourage and support children's learning. In order to provide insight into what is known about children's learning in museums, we examined study content, methodology and the resultant knowledge from the last decade of research. Because interactivity is increasingly seen as essential in children's learning experiences in a museum context, we developed a framework that distinguishes between three main interactivity types for facilitating strategies and activities in children's learning: child-adults/peers; child-technology and child-environment. We identify the most promising strategies and activities for boosting children's learning as situated in overlapping areas of these interactivity types. Specifically, we identify scaffolding as a key to enhanced museum learning. Our review concludes by highlighting research challenges from the last decade and recommendations for practice and future research on how to design, evaluate and guide theoretically-grounded educational programs for children in museums.

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Section: Methodological Approach and Information Sourcesmentioning

confidence: 99%

Section: Science Museumsmentioning

confidence: 99%

Section: Science Museumsmentioning

confidence: 99%

Section: Science Museumsmentioning

confidence: 99%

See 2 more Smart Citations

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

Andre

Durksen

Volman

2016

Learning Environ Res

136

View full text Add to dashboard Cite

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Global Perspectives of Nanotechnology Education

Winkelmann

Bhushan

2017

Springer Handbook of Nanotechnology

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Interactivity in Louisville museums.

Goforth

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without whom this would not exist. This study examines interactive exhibits in a selection of museums in Louisville, Kentucky, and argues that interactive exhibits are a necessary addition to contemporary history museums. It examines the importance of interactivity, how it is used within museums, and critically evaluates the interactive exhibits examined in Louisville on their effectiveness. This effectiveness is judged using three measures: amount of self-directed learning or level of interaction involved, contextual information available, and information imparted to the visitors through the interactive experience. The study examines forty-three exhibits and concludes that a slight majority succeed with all three measures. The paper concludes that studies such as these must continue and, since there are limitations in the field on how to judge the success of these exhibits, a standardized measure must be created to more accurately judge the effectiveness and success of interactive exhibits in history museums.vi

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Encountering Nanotechnology in an Interactive Exhibition

Cited by 3 publications

References 2 publications

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

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

Global Perspectives of Nanotechnology Education

Interactivity in Louisville museums.

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