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作者Jung-Hua Yeh
出版日期20091216
著作名稱Museum Science Teaching: Museum Educators’ Personal Epistemology and The Learning Experiences They Created for Visitors.
摘要Museums were well known as a place for self learning. Besides that, museums provide group learning approach activities. Expert lecture, guided tour, fancy science show, these activities can be self learning or group learning approach. Typical group learning approach activities such as specimen inquiry and permanent exhibition inquiry, they offered for student group or teacher workshops only. Group learning approach is the way which museum shows itself as a place for learning to new generation of visitors. In museum, most group learning programs were guided by educators. Some of the educators were full time job of presenters, some were volunteers whom were experienced school teachers and long term participated museum education program develop and evaluation. Museum educators shape the first image about museum for young students in field trip. Museum educators’ beliefs about the nature of science or the way knowing science were the foundation which they organize museum science education program.
As a curator of science museum, researcher concerned these questions: What kinds of personal epistemology about science do museum educators have? How does museum educator’s personal epistemology about science effect on his museum science education practice? This study inquired two educators’ beliefs about the nature of science and the differences between their educational programs.

Purposes:
This study tried to reveal museum science educators’ different viewpoints about what kind of knowledge is the most important which should emphasis in museum education programs, and how they ensure their belief in practices.

Perspectives:
Base on the context model of informal learning (Falk and Dierking, 2000) and object based activity model (Leinhardt, 2002) to inquire the educators’ education practice. The context model treated informal learning as a complex contexts product. This model described learning under personal context, physic context and social context. Each context would develop during the time line and complex with each other.
The other examination of educators’ practice focused on the how they use object in their teaching. This model emphases the history from identify to interpret an object. In this study, the model was the framework to analyze educators’ teaching, especially the role of objects (specimen) in his/her practice.

Methods:
Two senior science educators engaged in this study. Miss T is a full job presenter more than ten years, and last three years joined the specimen learning center as an educational programmer in museum. Her major was horticulture. Mr. L taught physic and earth science in junior more than 20 years, and enrolled in museum science inquiry worksheet creating group as specialist volunteer at twelve years ago. Mr. L had arranged school children visit museum every semester and taught students by self and his school stuffs. Both them were bachelor degree.
Researcher interviewed them individually, and observed both educators’ science program in museum. The topic observed in this study was “working like an archeologist” it introduced how archeologist built knowledge by three different ages of archeology specimen in Taiwan.
Data sources:
Both educators work in a natural history museum, it’s a nationwide museum in Taiwan. The education program which they taught came from the framework provided by science education curator. There were four classes of 7 grade students came from same school joined this study. Each educator were observed the same topic program twice, students only met one educators’ program. Data collected following participated observation approach, observation focus on educator’s teaching and material edition. After each program research would interview the educator for why he/her did the choice or teaching strategies in teaching. After museum visit, students were asked to reply a short diary about this field trip, that’s the data about how visitors’ experience.

Results:
Miss T thought knowledge were things recorded in books, learning was to know thing in text book. And her education program presented well-organized content knowledge should be the most important event toward school children. She denied students could have any knowledge by observation or inquiring.
Mr. L believed beside text books students should know how to learning by themselves. His education program made students as the main character, and emphasis on observing, inferring and comparing. Objects play an important role in his teaching.
Different personal epistemologies about science create different teaching approach. The using of objects would different follow educator’s personal epistemology.
系統號NO000002927

Aug 16 2018 10:46:44
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