Open AccessJournal Article
Learning at the Museum
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TLDR
In this article, a study on ucenje u muzeji was conducted, where studenti were visoko ocijenili znacaj takva nacina Ucenja, smatraju ga ucinkovitim i potrebnim u odgoj i obrazovanju uceni.Abstract:
Muzeji su neformalna okruženja za ucenje, u kojima je ucenje istinski motivirano i procesirano preko znatiželje, promatranja i raznih aktivnosti. Proces takva ucenja može biti drugaciji od procesa ucenja koje vežemo uz formalna okruženja. Posebna prilika koju muzeji nude jest eksperimentalna priroda ucenja koja se temelji na susretima sa stvarnim objektima. U neformalnim okruženjima kognitivno i afektivno ucenje su povezani i mogu se nadograditi. Cilj ovog rada bio je istražiti stavove studenata o ucenju u muzeju, njegovoj ucinkovitosti i pozitivnim konotacijama na odgoj i obrazovanje djece. Istraživan je utjecaj varijable spola na oblikovanje stavova. U istraživanju je sudjelovalo 380 studenata, od toga 140 muskaraca i 240 žena. Studenti su visoko ocijenili znacaj takva nacina ucenja, smatraju ga ucinkovitim i potrebnim u odgoju i obrazovanju ucenika. Dobiveni rezultati trebali bi aktualizirati temu poticanja sveobuhvatnije suradnje muzeja i odgojno-obrazovnih ustanova.read more
Citations
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The Organization of Informal Learning
TL;DR: Informal learning is often treated as simply an alternative to formal, didactic instruction as mentioned in this paper, and the organization of informal learning differs across distinct settings but with important commonalities distinguishing informal learning from formal learning: informal learning is nondidactic, is embedded in meaningful activity, builds on the learner's initiative or interest or choice, and does not involve assessment external to the activity.
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Integrating a Location-Based Mobile Game in the Museum Visit: Evaluating Visitors’ Behaviour and Learning
TL;DR: The conceptual framework; the design principles; and the evaluation results of “Gossip at palace,” a location-based mobile game integrating a storytelling approach are presented, developed for an Italian historical residence to communicate its 18th-century history to teenagers.
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Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit
TL;DR: In this paper, the authors investigate the development of perceptuomotor integration and its role in mathematical thinking and learning, and argue that mathematical expertise involves the systematic interpenetration of perceptual and motor aspects of playing mathematical instruments.
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Potentials and Limitations of Mobile Eye Tracking in Visitor Studies: Evidence From Field Research at Two Museum Exhibitions in Germany
Kira Eghbal-Azar,Thomas Widlok +1 more
TL;DR: In this article, the potentials and limitations of mobile eye tracking (MET) in visitor studies and other social science research are discussed, and recommendations for social scientists who consider integrating mobile eye-tracking in their field research are provided.
References
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Book
The Museum Experience
John H. Falk,Lynn D. Dierking +1 more
TL;DR: Falk and Dierking as discussed by the authors take a "visitor's eye view" of the museum visit and present a thorough picture of why people go to museums, what they do there, how they learn, and what museum practitioners can do to enhance these experiences.
Journal ArticleDOI
Reexamining Connections: Museums as Science Learning Environments.
TL;DR: The role of science museums in science education is examined in this article, in light of the new emphasis for museums to become a unique partner with schools and colleges to enhance science literacy, thus enhancing conceptual learning in the classroom.
Journal ArticleDOI
The Organization of Informal Learning
TL;DR: Informal learning is often treated as simply an alternative to formal, didactic instruction as mentioned in this paper, and the organization of informal learning differs across distinct settings but with important commonalities distinguishing informal learning from formal learning: informal learning is nondidactic, is embedded in meaningful activity, builds on the learner's initiative or interest or choice, and does not involve assessment external to the activity.
Journal ArticleDOI