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What I Learned about Learning in the Museum from Visitors and from Exhibit Design Research -2003 to 2013.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What I Learned about Learning in the Museum from Visitors and from Exhibit Design Research -2003 to 2013./
作者:	Birker, Ingrid.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	132 p.
附註:	Source: Masters Abstracts International, Volume: 82-10.
Contained By:	Masters Abstracts International82-10.
標題:	Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28254086
ISBN:	9798597026398

What I Learned about Learning in the Museum from Visitors and from Exhibit Design Research -2003 to 2013.
Birker, Ingrid.

What I Learned about Learning in the Museum from Visitors and from Exhibit Design Research -2003 to 2013. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 132 p.

Source: Masters Abstracts International, Volume: 82-10.

Thesis (M.Ed.)--McGill University (Canada), 2014.

This item must not be sold to any third party vendors.

This study investigates the influence of two museum exhibits on university students' understanding and learning by comparing two research studies conducted at the same university museum at two different times. Each study explored the learning associated with a museum exhibit about one topic: in 2003, the topic was the Burgess Shale fossils, and in 2013, the topic was water conservation and use. The participants in the first study were students visiting the museum as part of their course curriculum in 2003 and 2004. The participants in the second study were anonymous visitors to the museum during 2012 and 2013.The goal for each of the two studies was to measure learning, but learning was conceptualized differently in the two exhibits. The BURGESS exhibit, designed in 2001, was intended to promote the learning of biological evolution by university students, and the primary goal of the WATER IS LIFE exhibit, developed about ten years later, was to promote visitor understanding and awareness about water resources and conservation. These two exhibits are compared on the basis of the appearance of the exhibits; intended goals or impacts; planning process; funding support; and type of research carried out during each time period to assess the impact of each exhibit. The comparison shows how differences in the learning theory underlying each exhibit were manifested in each of the preceding aspects. The author also reflects on how changes in thinking about learning and the educational role of museums parallels her own growth as a museum educator during the 10 years spanning the two exhibits.

ISBN: 9798597026398Subjects--Topical Terms:

518875
Design.
Subjects--Index Terms:

Biological evolution

What I Learned about Learning in the Museum from Visitors and from Exhibit Design Research -2003 to 2013.
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500 $a Source: Masters Abstracts International, Volume: 82-10.
500 $a Advisor: Seiler, Gale.
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520 $a This study investigates the influence of two museum exhibits on university students' understanding and learning by comparing two research studies conducted at the same university museum at two different times. Each study explored the learning associated with a museum exhibit about one topic: in 2003, the topic was the Burgess Shale fossils, and in 2013, the topic was water conservation and use. The participants in the first study were students visiting the museum as part of their course curriculum in 2003 and 2004. The participants in the second study were anonymous visitors to the museum during 2012 and 2013.The goal for each of the two studies was to measure learning, but learning was conceptualized differently in the two exhibits. The BURGESS exhibit, designed in 2001, was intended to promote the learning of biological evolution by university students, and the primary goal of the WATER IS LIFE exhibit, developed about ten years later, was to promote visitor understanding and awareness about water resources and conservation. These two exhibits are compared on the basis of the appearance of the exhibits; intended goals or impacts; planning process; funding support; and type of research carried out during each time period to assess the impact of each exhibit. The comparison shows how differences in the learning theory underlying each exhibit were manifested in each of the preceding aspects. The author also reflects on how changes in thinking about learning and the educational role of museums parallels her own growth as a museum educator during the 10 years spanning the two exhibits.
520 $a Cette etude examine l'influence de deux expositions de musee sur la comprehension et l'apprentissage d'etudiants universitaires en comparant deux etudes de recherche realisees dans le meme musee universitaire a deux periodes de temps differentes. Chaque etude a explore l'apprentissage associe a une exposition de musee sur un sujet particulier: soit «les fossiles de schiste de Burgess» en 2003 et «la conservation et l'usage de l'eau» en 2013. Les participants a la premiere etude etaient des etudiants dont le programme de cours 2003 - 2004 incluait la visite du musee. Les personnes ayant participe a la deuxieme etudes etaient des visiteurs anonymes du musee pendant la periode 2012 a 2013.L'objectif de chacune des deux etudes etait de mesurer le niveau d'apprentissage, sachant que l'apprentissage a ete acquis differemment dans les deux expositions. Le but de l'exposition BURGESS, concue en 2001, etait de promouvoir l'apprentissage de l'evolution biologique chez les etudiants universitaires et l'objectif principal de l'exposition de L'EAU ET LA VIE, organisee dix ans plus tard, etait de promouvoir la comprehension et la prise de conscience chez les visiteurs des ressources hydriques et de leur conservation. Ces deux expositions sont comparees sur la base de la presentation de l'exposition, de l'objectif et de l'impact prevu, du processus de planification; du support pour le financement et du type de recherche effectuee pendant chaque periode de temps pour evaluer l'impact de chaque exposition. La comparaison demontre comment les differences d'apprentissage theorique intrinseques a chaque exposition se sont manifestees dans chacun des aspects precedents. L'auteur reflechit aussi a comment les changements concernant l'apprentissage et le role educationnel des musees trace un parallele a son propre developpement et evolution en tant qu'educatrice de musee pendant les 10 ans qu'ont durees les deux expositions.
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