By Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)
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Extra resources for Activity Theory in Formal and Informal Science Education
Hence, it is widely accepted that museum learning is socioculturally situated. Many factors affect this kind of learning, for example, the cultural value placed upon free-choice learning as well as the 38 TEACHING SCIENCE IN SCIENCE MUSEUMS cultural context of the museum within society (Hooper-Greenhill, 1992). In fact, there are many interactive systems of activities among museum explainers, guides, demonstrators, performers, and visitors that lead to different outcomes in student learning. Finally, learning always occurs within the physical environment; thus the physical context of the museum itself is crucial for museum learning.
6) Prominent science educators see the unity of psychology and sociology in science education and/or propose to reconstruct science education into the intersection of them. Kincheloe and Tobin (2009) write about the positivistic dualism underlying some research: A central dimension of our argument is that many of the tenets of positivism are so embedded within Western culture, academia, and the world of education in particular that they are often invisible to researchers and those who consume their research.
15). According to our opinion, George Hein is strongly anchored to Dewey’s perspective that any meaning making is established through experience. Also, he sees culture as a vehicle that any learner or visitor carries as mental baggage in a science center. But constructivism still keeps alive the true and false Kantian dualism. Bruner, in his work The Culture of Education (1996, Ch. 4, p. 115, “Narratives of Science”), highlights the following topics: What he knew was that science is not something that exists out there in nature, but that it is a tool in the mind of the knower – teacher and student alike … There are lots of different ways of getting to that point and you don’t really ever get there unless you do it, as a learner, on your own terms … For, in effect, a curriculum is like an animated conversation on a topic that can never be fully defined, although one can set limits upon it.
Activity Theory in Formal and Informal Science Education by Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)