Learning experiences in museums: harnessing Dewey’s ideas on continuity and interaction

Winstanley, Carrie

doi:10.1080/03004279.2018.1445476

Cited by 4 publications

(5 citation statements)

References 11 publications

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“…For example, museum educators can perceive their role to be to "make a difference" for visitors [12]. Research demonstrates that interacting with an educator can provide scaffolding of the learning experience for visitors [13] and that the personal connection with an educator in a museum is centrally important [14]. Further, findings suggest that exhibits can foster visitor engagement, particularly if they allow for social interaction [15].…”

Section: Visiting and Learning In Informal Science Learning Sitesmentioning

confidence: 99%

Interest and learning in informal science learning sites: Differences in experiences with different types of educators

et al. 2020

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This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.

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Section: Visiting and Learning In Informal Science Learning Sitesmentioning

confidence: 99%

Interest and learning in informal science learning sites: Differences in experiences with different types of educators

et al. 2020

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“…Taking students to museums offers a great opportunity to learn (Chapin, 2015;Winstanley, 2018). Moreover, Winstanley (2018) asserts that John Dewey saw museums contributing to civic life.…”

Section: Museum Educationmentioning

confidence: 99%

“…Taking students to museums offers a great opportunity to learn (Chapin, 2015;Winstanley, 2018). Moreover, Winstanley (2018) asserts that John Dewey saw museums contributing to civic life. While it is generally accepted that museum education is very beneficial, there are still questions on how best to approach and maximize the educational potential of museums (Winstanley, 2018).…”

Section: Museum Educationmentioning

confidence: 99%

“…Moreover, Winstanley (2018) asserts that John Dewey saw museums contributing to civic life. While it is generally accepted that museum education is very beneficial, there are still questions on how best to approach and maximize the educational potential of museums (Winstanley, 2018). This situation may be ideal for the utilization of the comics form.…”

Section: Museum Educationmentioning

confidence: 99%

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Drawing Citizenship

Letizia¹

2020

Graphic Novels as Pedagogy in Social Studies

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“…Dette er tankegods som blant annet kjennetegner progressiv pedagogikk (se f.eks. Howlett 2002), men som også har influert måten vi formidler på i museumssammenheng (Hein 2004;Winstanley 2018). I en arkeologisk formidlingssituasjon vil dette innebaere å skape rammer som tillater publikum å komme fram med sine synspunkt og perspektiv (se også Melsom 2006:34).…”

Section: Multiperspektivtilnaermingunclassified

Formidling fra felt i den digitale tidsalder

Åstveit

2020

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Most archaeologists agree that public outreach is an important part of archaeological practice. Communication of fresh results from excavations and new research creates both legitimacy and greater understanding of our activities. In Norway, large scale archaeological excavations are often funded by the public sector, and public outreach is considered an important way of giving something back to society. Still, reaching out to the public is often downgraded during stressful fieldwork and considered as something you do when (or if) you have some spare time. This is unfortunate, because fieldwork is what most people associate with archaeology and has a huge potential when it comes to public outreach. In 2017-2019 the University of Bergen carried out a large excavation project, Sotrasambandet. While excavating 12 sites, we wanted to reach the public as well, to present fresh findings, introduce them to our methods, tell stories from the excavation and of course of what Stone Age life in Western Norway could have been like. In total, we produced 56 films and several different texts, and used social media as well as “open day” (evt. public day?), talks and small exhibitions to reach people. The films got great feedback, and were appreciated by schoolchildren, politicians and journalists alike.

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Learning experiences in museums: harnessing Dewey’s ideas on continuity and interaction

Cited by 4 publications

References 11 publications

Interest and learning in informal science learning sites: Differences in experiences with different types of educators

Interest and learning in informal science learning sites: Differences in experiences with different types of educators

Drawing Citizenship

Formidling fra felt i den digitale tidsalder

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