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1.
Yehia M. A‐H. Marreez Luuk N. A. Willems Michael R. Wells 《Anatomical sciences education》2010,3(5):249-253
From the early 19th century until the most recent two decades, open‐space and satellite museums featuring anatomy and pathology collections (collectively referred to as “medical museums”) had leading roles in medical education. However, many factors have caused these roles to diminish dramatically in recent years. Chief among these are the great advances in information technology and web‐based learning that are currently at play in every level of medical training. Some medical schools have abandoned their museums while others have gradually given away their museums' contents to devote former museum space to new classrooms, lecture halls, and laboratories. These trends have accelerated as medical school enrollment has increased and as increasing interest in biological and biomedical research activities have caused medical schools to convert museum space into research facilities. A few medical schools, however, have considered the contents of their museums as irreplaceable resources for modern medicine and medical education and the space these occupy as great environments for independent and self‐directed learning. Consequently, some medical schools have updated their medical museums and equipped them with new technologies. The Anatomical Museum of Leiden University Medical Center in The Netherlands and the Medical Museum of Kawasaki Medical School in Kurashiki, Okayama, Japan, are two examples of such upgraded museums. Student surveys at Leiden University have indicated that all students (100%) found audio‐guided museum tours to be useful for learning and majorities of them found guided tours to be clinically relevant (87%). However, 69% of students felt that museum visits should be optional rather than compulsory within the medical training curriculum. Anat Sci Educ 3:249–253, 2010. © 2010 American Association of Anatomists. 相似文献
2.
美国博物馆学校是馆校合作深入的产物,提高了对博物馆资源的利用效率,降低了社会的教育成本。它与普通学校教育相比有着自己的运行特点和优势,不仅是对学校和博物馆这两种文化机构资源的整合,更是这两种文化机构适应时代发展做出的反应。其对新的教学方式的探究和应用,一直走在当今美国教育改革的前沿。通过对美国明尼苏达州科技馆学校、纽约市博物馆学校和圣地亚哥儿童博物馆小学这三所比较有代表性的博物馆学校个案的解析,归纳总结出美国博物馆学校的运行特点：办学特色突出,充分利用博物馆的资源;结合正式教育和非正式教育的优势,以促进学生发展为目的;课程设置灵活,鼓励教学方式创新;管理架构开放,交流渠道顺畅。 相似文献
3.
陈史红 《湖州师范学院学报》2012,34(4):133-136
革命纪念馆是对青少年进行爱国主义教育的重要基地,是青少年德育的第二课堂。随着新馆的建成开放,嘉兴南湖革命纪念馆充分发挥其独特优势,在讲解服务、形式创新、馆校联合、展品挖掘、人才培养等方面,探索出了一条加强青少年爱国主义教育的有效途径。 相似文献
4.
Brenda Trofanenko 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):257-272
The public history museum holds an inherent pedagogical purpose to define the nation through a history considered collectively supported by its citizenry. Widely acknowledged criticism often accompanies such exhibits and prompts calls for a more critical examination of the narratives advanced through the affirmed educational intent held by museums. How scholars are engaging the question of how – and even whether – history can succeed in interrogating the strategies utilized by the public history museum means reconsidering what role social education holds in advancing a critical sensibility about how nation is defined. This article offers a theoretical analysis that reviews the inherent nationalist purpose advanced by the public museum, and the tensions educators could face when seeking to better understand how it affirms a particular understanding of history and of the nation. This article suggests that social education needs to address its role to engage critically the complicity the public history museum holds in defining and guarding the nation, and in confronting the museum authority of history and exhibition practices. 相似文献
5.
Joaquin Roldan Rocio Lara‐Osuna Antonio Gonzalez‐Torre 《The International Journal of Art & Design Education》2019,38(3):572-582
Projection‐based augmented reality and virtual reality are used in a visual arts‐based educational project in contemporary art museums from an a/r/tographic perspective. The project ‘Art for Learning Art’ (in Spanish, Arte para aprender arte), at the Museo CajaGRANADA in Granada (Spain) has been developed in collaboration with the University of Granada since 2013. We have employed creative, educational and research methodologies inspired by exhibited works in art museums to encourage visual feedback of visitors participating in collaborative installations. Two such experiences also were produced at the Tate Liverpool Gallery and Museum in March 2018; utilising the methodology of mediation through projection‐based augmented reality and virtual reality, which introduces facets of visual and physical experience that alter the whole experience for the museum's public. By putting on virtual reality headsets, and playing with physical movements, we generate images and change the projections in the museum using projection‐based augmented reality to disrupt the way the public typically moves in the museum. The purpose of the developed interrelations with artworks in the Museo CajaGRANADA and the Tate Liverpool Gallery and Museum was to create collaborative digital images by playing with select artworks exhibited in the museums’ collections. We use this kind of mediation in art museums to develop a visual understanding to provoke learning about art through art creation in a contemporary way. The results are extraordinary as images; they are collaborative artworks, which connect visually with the artworks in the exhibition. 相似文献
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7.
博物馆具有收藏历史文物、进行科学研究和社会教育的功能,因而是一种高品位的旅游资源。广州历史悠久,博物馆资源十分丰富,具有得天独厚的发展博物馆旅游的优势。近年来,在旅游业的推动下,广州的博物馆也与旅游业纷纷联姻,博物馆旅游逐渐兴起,但也存在着许多不容忽视的问题,本文拟在对这些问题进行剖析的基础上,就有效和合理的开发广州的博物馆旅游提出一些构想。 相似文献
8.
Neta Shaby Orit Ben-Zvi Assaraf Chagit E. Tishler 《Learning Environments Research》2016,19(3):359-382
Today, science is a major part of Western culture. One advantage of informal learning environments is that they are (potentially) open to a wide range of populations with varying levels of interest and knowledge. Because of their informal nature, documenting learning has proven challenging. Studies that assess learning in museums, therefore, must employ theories of learning that encompass a more complex view of what learning is. This qualitative study was conducted with a population of high-level pedagogical staff from museums in Israel, Europe and the USA. Its purpose was to characterise staff perception of the goals of science museums and how these goals are manifested in the exhibits. Interviews with 17 staff revealed a wide range of goals that come into play in the different science museums. Findings suggest that the pedagogical staff perceive the science museum’s goals as being to change public views regarding science, promote science education, and reduce disparities between populations. According to museum staff, science museums have an important role in changing visitors’ approach towards science, as well as providing an additional source of science education. 相似文献
9.
It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators’ work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as ‘good practice’. In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were ‘bespoke’. Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: ‘How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment’? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving. 相似文献
10.
博物馆是社会教育的主要场所,博物馆教育具有社会教育、辅助教育和休闲教育的属性,是学校教育的第二课堂.在倡导素质教育的今天,博物馆如何发挥其在中小学生素质教育中的作用,是博物馆人面临的新课题. 相似文献
11.
张松 《南阳师范学院学报》2010,9(4):73-76
博物馆是一个有着历史性的、功能复杂而庞大的建筑物,一方面它与众不同充满文化艺术性,一方面它又要接受不同审美经验和不同文化欣赏者的检阅和考验。导向标识设计的审美表现力是发挥信息传达功能和审美效应的途径。博物馆环境导向设计不但要体现设计艺术的人性化的美,而且要体现设计功能的科技的、理性的美。 相似文献
12.
宋才发 《广西师范大学学报(哲学社会科学版)》2012,48(2):78-83
《国际文化旅游宪章》开启了博物馆参与旅游业活动的大门,民族博物馆事业的兴盛与民族地区旅游业的发展相辅相成。丰富的文化资源是西部地区发展旅游业的独特优势,民族博物馆是国内外旅游者重要的旅游目的地,博物馆与旅游将成为并驾齐驱的社会发展生力军。民族博物馆已成为中国旅游业发展的重要支撑,"博物馆与旅游"被定为世界博物馆日的主题,旅游业的发展与博物馆事业发展相得益彰。 相似文献
13.
高宇 《山西广播电视大学学报》2014,(1):41-43
高等院校博物馆是高等院校开展教学科研工作中作为固定资产的组成部分,在高等院校人才培养过程中对文化传承与创新发挥着极其重要的作用。高等院校建博物馆旨在通过收集、保护、展示各种重要文物、标本,书画和民间艺术品服务于教学和科研工作,合理有效地保护管理好这些文物,并使高等院校博物馆能真正起到为教学和学术研究服务的作用是本文所研究的重点内容。 相似文献
14.
Eva Van Moer Tom De Mette Willem Elias 《The International Journal of Art & Design Education》2008,27(1):43-52
In the last decades theories that emphasise visitors’experience as the key element in the process of meaning‐making have influenced art education in museums considerably. However, there is remarkably little evidence in practice that museums shape their exhibits and educational tools by the actual experiences of visitors. Because museum education is still too much knowledge‐based, people often do not come to understanding or engagement of thinking. This article demonstrates this inconsistency and its consequences based on visitors’conversations during a museum visit while looking at contemporary art. In order to engage visitors into their own thinking and create lasting experiences, the article also investigates Dewey's ideas about experienced‐based education and inquiry learning. The study especially shows that experiences felt as obstacles for interpretation are extremely suitable to stimulate, deepen and improve visitors’engagement in the inquiry cycle. 相似文献
15.
Education at Holocaust museums worldwide often falls to volunteer museum educators. The Durban Holocaust Centre in South Africa is no different. We set out to understand who the educators at the Durban Holocaust Centre were, where their historical and pedagogical knowledge came from, and to examine the connection between the two. The study revealed the diverse nature of the museum educators’ biographies as well as their motivations for guiding. Their knowledge acquisition was generally a blend of formal objectivist and informal constructivist methods. It emerged that the self-learning model was successful as the educators were highly professional and sufficiently motivated. 相似文献
16.
David Gray Alan Chadwick 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,31(1):427-441
The article describes a major study of the activities of keyworkers (mediators between museums and their public) within the context of museums' contribution to lifelong learning and to overcoming cultural exclusion. Field studies were undertaken in the UK, Ireland and Sweden based upon live projects with keyworkers who were subsequently interviewed about their roles, professional development needs and attitudes. In the UK, the Victoria & Albert Museum's keyworkers comprised youth workers, in Sweden they were traffic wardens and taxi drivers, and the Irish Museum of Modern Art worked with a group of elderly adults. From these studies, the research was able to articulate key recommendations for developing museum policy on keyworkers to enhance adult learning in and through museums. 相似文献
17.
Gray David Chadwick Alan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(5):427-441
The article describes a major study of the activities of keyworkers (mediators between museums and their public) within the context of museums' contribution to lifelong learning and to overcoming cultural exclusion. Field studies were undertaken in the UK, Ireland and Sweden based upon live projects with keyworkers who were subsequently interviewed about their roles, professional development needs and attitudes. In the UK, the Victoria & Albert Museum's keyworkers comprised youth workers, in Sweden they were traffic wardens and taxi drivers, and the Irish Museum of Modern Art worked with a group of elderly adults. From these studies, the research was able to articulate key recommendations for developing museum policy on keyworkers to enhance adult learning in and through museums. 相似文献
18.
Sotiria Grek 《Discourse: Studies in the Cultural Politics of Education》2009,30(2):195-211
This paper focuses on museum and gallery education for adults in Dundee, Scotland. Dundee has recently experienced a shift from being mainly working class to an educational, cultural and tourist centre. Hence, an interesting field for the examination of the educational policies and practices of the city museums/galleries and the different fashions they receive and act upon wider developments in the museum world has emerged. Questions arising are how the new, open and accessible museum (and gallery) has changed the way education is constructed and offered in the museums in the city? What is the relationship of education with marketing and the new discourse of social inclusion and participation in museums and galleries? For example, one of the most pertinent findings was that, at least in Dundee, activity-based and individual learning has been over-valued, at the expense of a more social and dialogic educational experience that participants seemed to largely prefer and indeed propose as more meaningful to them. Although new ideas and participatory practices have improved attendance and the engagement of the local adult population, other issues, such as the new economic reality for museums and the close relationship of education with marketing are policies that were often treated with resistance, if not opposition, by the research participants. 相似文献
19.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
| Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
20.
Gerald Wangenge‐Ouma 《牛津教育评论》2013,39(4):481-497
The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under‐represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or discourage) the attainment of higher education transformation goals in South Africa? (b) What challenges do frequent tuition fee increases pose to the attainment of higher education transformation goals? (c) How can South Africa’s higher education be made affordable for indigent (mostly black) students? The paper concludes that although South Africa’s higher education funding formula is generally geared towards attaining the goals of transformation, several of its aspects are inimical to the achievement of these goals. Further, declining public funding of higher education and frequent tuition fee increases by public universities vis‐à‐vis higher education’s natural inclination to reproduce, and even to exacerbate, existing social disparities and inequalities do not bode well for the attainment of transformation in South Africa’s higher education. This is aggravated by existing high levels of poverty and inequality mostly affecting the majority of the communities that were marginalised during apartheid. 相似文献