Teaching Science in Science Museums and Science Centers: Towards a New Pedagogy? Katerina Plakitsi Assistant Professor of Science Education, University of Ioannina, Greece Intensive Programmes (IP) LIGHT, IOANNINA 2012
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Teaching Science in Science Museums and Science Centers: Towards a New Pedagogy? Katerina Plakitsi Assistant Professor of Science Education, University.
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Slide 1
Teaching Science in Science Museums and Science Centers:
Towards a New Pedagogy? Katerina Plakitsi Assistant Professor of
Science Education, University of Ioannina, Greece Intensive
Programmes (IP) LIGHT, IOANNINA 2012
Slide 2
( ). Opposition brings concord. Out of discord comes the
fairest harmony. Heraclitus Fragment 98, as translated by Philip
Wheelwright, in Wheelwright, P. (1966). The Presocratics.
Indianapolis: ITT.
Slide 3
FORMAL AND INFORMAL SCIENCE EDUCATION formal science education
includes typical learning environments, approaches or contexts
informal science education consists of free-choice learning
environments, approaches or contexts lifelong learning environments
play an important role in human learning
Slide 4
Formal and informal education is represented by the term
science in society presents a global educational scene forms a
dialectical relationship between science and|for society
Slide 5
Science in Society also means learning science in science
museums and science centers schools do their science courses in
science museums and science centers. teachers, students and parents
interact during their daily experiences as citizens science in
society became a priority in Europe
Slide 6
Roth and Mc Ginn (1997), proposed deinstitutionalizing school
science education including ethics, culture, informal debates,
strengthening the role of women in science, supporting formal and
informal science education in schools and in science centers and
museums focusing on science and society communication
Slide 7
Discussion with your neighbor Share your experience about
formal and informal science education. Provide some examples.
Specify how your experience connects science to society. Write down
your description and return it to us.
Slide 8
A new necessity of expanding science education to include
cultural acquisition and participation in the community (Roth and
Tobin, 2002; Roth, 2010). teaching science in science museums and
science centers is connected with the sociocultural aspects of
science education.
Slide 9
Cultural-Historical Theory of Activity Activity theory has its
origins in classical German philosophy (from Kant to Hegel), in the
writings of Marx and Engels, and in the Soviet Russian
cultural-historical psychology of Vygotsky, Leont'ev, and Luria.
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Today activity theory is becoming truly international and
multidisciplinary. This process entails the discovery of new and
old related approaches, discussion partners, and allies, from
American pragmatism and Wittgenstein to ethnomethodology and
theories of self-organizing systems (Engestrom, 1999). 10
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Activity theory is a framework or descriptive tool (Nardi,
1996) that provides "a unified account of Vygotsky's proposals on
the nature and development of human behaviour" (Lantolf, 2006, p.
8). 11
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Activity Theory 12 RulesRules CommunityCommunity Division of
labour Tools Subject Object Outcomes Figure 1: Components of the
activity system (Engestrm, 1987)
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Cultural Historical Activity Theory framework in science
education can expand the borders of our pedagogical knowledge can
be more liberating and more motivating Culture becomes
structure
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students cross the borders by horizontal or vertical movements
among different interactive systems learning in science museums and
science centers can physically and logically be embedded in the
CHAT context museum exhibitions are strong cultural tools central
mediative role in learning and culture making.
Slide 15
Are you familiar with any socio-cultural perspectives? Describe
in a few words the tension or perspective. Write down your
description and return it to us. Discussion with your neighbor
Slide 16
Museum is a non-profit, permanent institution in the service of
society and open to the public acquires, conserves, researches,
communicates and exhibits the tangible and intangible heritage of
humanity supports education, study and enjoyment
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Is a public social investment with powerful influence on
society precious artifacts have been moved, protected, or stolen
during war. annual museum attendance is close to a billion visits a
year infinitely diverse
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museums of natural sciences and technology 1.The
museum-institution, which expresses the traditional form of museum
(incorporates intense educational activities).
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2. The virtual museum, which is a museum without walls where
networking and new forms of communication dominate.
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3.The childrens museum, which primarily serves children.
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4.The local museum (or museum in situ), which is connected with
the local natural and social environment.
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1.1. Museum-Institution: Collections Figures1. a. London
Science Museum, U.K.: Apollo 10 mode. b. The Future of Biometrics
in the new Antenna Gallery
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1.2. Museum-Institution: Experiments-Inventions
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1.3. Museum-Institution: Cultural Centers
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2. The Virtual Museum digital culture is web communication
creation of many virtual museums of natural science and technology
systems of virtual reality and augmented reality are central in
each modern museum three dimensions (technological, modern,
philosophical)
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Some useful links for virtual museums International Council of
Museums, http://icom.museum/vlmp/ http://icom.museum/vlmp/ The
Virtual Library of Museums in USA, http://museumca.org/usa/
http://museumca.org/usa/ European Network of Science Centres and
Museums, www.ecsite.net, (accessed 27/7/2010) www.ecsite.net
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3. Childrens Museums More than 30 million children and families
visited childrens museums annually. The largest childrens museum is
The Childrens Museum of Indianapolis (Indiana), which has a total
of 433,000 square feet. The oldest childrens museum is the Brooklyn
Childrens Museum (New York), which opened in 1899; the childrens
museum field is 111 years young!
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Figures 4. a. Brooklyn Childrens Museum, founded in 1899. b.
Indianapolis Childrens Museum, U.S
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4. The Local Museums (Museums In-Situ). important for local
communities promote the teaching and learning of science as a means
of participating in the community E.g. Museum of the Olive and
Greek Olive Oil in Sparta highlights the culture and technology of
the olive and olive production
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Figure 6. Mediterranean olive oil museums
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LIMITED INTERPRETATIVE PARADIGMS theories for learning science
in science museuns and science centers have been limited to Falk
and Dierkings (1992) and Heins explanatory model (1998)
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Modification of the model provided by G. Hein (1997) about
different types of museums related to different educational
theories.
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THE SOCIAL ROLE OF MUSEUMS Formal and informal education need
to have the potential to empower citizens to make informed
decisions in a democratic society (Hein, 2004). Museums are strong
cultural tools impact on society is gradually advancing museums
change their educational practices
Slide 35
gives emphasis to community participation and less to
marvellous and miraculous exhibitions takes into consideration the
subject, the object, the tools, the rules, the community, and the
division of labor requires interdisciplinary working groups with
both scientists and practitioners and a new mentality about the
societal role of museums THE SOCIAL ROLE OF MUSEUMS
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CHAT AND MUSEUM EDUCATION accepts and precedes a process
ontology does not accept separate entities accepts the
inseparability of the individual and the group
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Positivistic versus CHAT epistemology Positivistic epistemology
Formal We do research on the childs phenomenology of the world, the
object, time, etc. Intractable For example, in the case of a childs
conception of time, we investigate only the conventional aspect of
time, which reflects the Newtonian concept of one unique and
uniform time in the universe. Decontextualized We do research on
childrens conceptions of time independently of childrens
sociocultural, economic, family, and school environments. CHAT
epistemology Nonformal We do research with many different methods,
without neglecting different research forms and traditions
Intractable Scientific concepts and also child hood are considered
as ongoing processes; the teaching/researching refers to some
milestones of their evolution. Contextualized We do research on
chilrdens conceptions of time based on childrens sociocultural,
economic, family, and school environments.
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Universalistic The basic principle here is that teaching leads
to one form of knowledge: a true and stable knowledge. Science is
being taught as the discovery of true knowledge, which exists in
the real world. Reductionistic only one research method is the
scientific one, and any researcher can repeat the same research
results any place in the world by following the same method.
Unidimensional Reality is uni-dimensional, so research on a childs
conception of time therefore assumes the Western concept of time.
Multicultural The central idea of this section is that there are
many types of science. Different ways of interpreting data lead to
multiple world views that create unity from the differences. Local
By keeping the local local, we can acquire a rich list of criteria,
as well as ways of knowing and learning. Multidimensional Reality
and environment are multi dimensional and complex. We need new
methodologies for teaching and researching in these interactive and
progressive systems of relationships. Positivistic versus CHAT
epistemology
Slide 39
Figure 8. Traveling with birds- Modules.
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EXAMPLE: TRAVELING WITH BIRDS students to be able to: Know the
more important birds of our homeland. Become familiar with some of
the more important museums and with some open museums. Connect
education in the natural sciences with arts and culture. Become
informed about environmental problems, such as the risks to fauna
and biodiversity, in combination with the causes behind those
threats. Realize the societal role of the natural sciences.
Slide 41
Travelling with the Birds 1.Goulandris Natural History Museum
2.Diomidis Botanical Garden, Athens 3.Aegean Wildlife Hospital
ALKIONI 4.Hellenic Wildlife Hospital EKPAZ 5.Benaki Museum -
Archaeological Department 6.Benaki Museum - Department of Popular
Art 7. Byzantine and Christian Museum 8.Numismatic Museum of
Athens
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IN CONCLUSION CHAT seems to fit into the social role of museums
overcome the obstacles of positivism in science education and
research provide characteristics of multiplicity, dialectics, and
unity of differences create educational program in order to
implement sociocultural practices implement changes and ongoing
processes
Slide 45
45 Thank you! Communication Katerina Plakitsi Department of
Early Childhood Education, Ioannina, Greece e-mail:
[email protected]@cc.uoi.gr http://erasmus-ip.uoi.gr