Overview

Originating in a recent NSF conference held at the University of Michigan, this book examines ideas about how children interact with objects and through that interaction acquire new understandings, attitudes and feelings. Although museum education provides the primary setting within which object-centred learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, there has been little psychological research on the topic. The book has a cross-disciplinary focus, examining object-centred learning using the perspectives of such diverse fields as science, history, literacy and art. It also focuses on museums, as a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments. In order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting. This volume should be appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and anyone directly involved in museum education.

Full Product Details

Author:   Scott G. Paris
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 2.70cm , Length: 22.90cm
Weight:   0.910kg
ISBN:  

9780805839272

ISBN 10:   0805839275
Pages:   406
Publication Date:   01 April 2002
Audience:   General/trade ,  College/higher education ,  Professional and scholarly ,  General ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Reviews

"""This first comprehensive volume on current museum learning research is an indispensable introduction to an emerging research domain. Upper-division undergraduates and above."" —CHOICE ""This book is an examination of the museum experience, more particularly the interactions between children, objects and museums. It is a welcome addition to the literature."" —British Journal of Educational Psychology ""The wide variety of articles and museum types represented here make this a useful volume for just about everybody interested in informal learning in museums. As Falk says in his forward, 'I personally came away from reading this book with many new ideas and thoughts about not just objects and children in museums but about how to even begin to think about the museum experience"". —Visitor Studies Today! ""In many ways this book reminded me, quite appropriately, of an exhibit collection: It is nonlinear, multiple-voiced, somewhat loosely connected, provocative in places, and interesting to browse or return to later. Its strength lies not in any single unifying theoretical framework but in the multiplicity of its perspectives and the memorability of its narratives."" —American Journal of Psychology ""...provides a range of perspectives related to the concept of object-centered learning in museums....The perspectives cover a variety of theoretical structures within which museum researchers and practitioners can frame their thinking....This book clearly has many strengths..."" —Museum National ""The diversity of ideas and perspectives included is likely to increase readers' estimation of the potential of object-based learning in museums and also their understanding of the challenges inherent in assessing and enhancing the impact of the museum experience."" —Contemporary Psychology APA REVIEW OF BOOKS ""This topic has explosive potential. Teachers, especially at the elementary and middle school grades, are avid about hands-on learning."" —Phil Winne Simon Fraser University ""As someone who has spent a lifetime investigating people in museums, I personally came away from reading this book with many new ideas and thoughts about not just objects and children in museums, but about how to think about the museum experience."" —John Falk Director, Institute for Learning Innovation, Annapolis, MD"

This first comprehensive volume on current museum learning research is an indispensable introduction to an emerging research domain. Upper-division undergraduates and above. -CHOICE This book is an examination of the museum experience, more particularly the interactions between children, objects and museums. It is a welcome addition to the literature. -British Journal of Educational Psychology The wide variety of articles and museum types represented here make this a useful volume for just about everybody interested in informal learning in museums. As Falk says in his forward, 'I personally came away from reading this book with many new ideas and thoughts about not just objects and children in museums but about how to even begin to think about the museum experience . -Visitor Studies Today! In many ways this book reminded me, quite appropriately, of an exhibit collection: It is nonlinear, multiple-voiced, somewhat loosely connected, provocative in places, and interesting to browse or return to later. Its strength lies not in any single unifying theoretical framework but in the multiplicity of its perspectives and the memorability of its narratives. -American Journal of Psychology ...provides a range of perspectives related to the concept of object-centered learning in museums....The perspectives cover a variety of theoretical structures within which museum researchers and practitioners can frame their thinking....This book clearly has many strengths... -Museum National The diversity of ideas and perspectives included is likely to increase readers' estimation of the potential of object-based learning in museums and also their understanding of the challenges inherent in assessing and enhancing the impact of the museum experience. -Contemporary Psychology APA REVIEW OF BOOKS This topic has explosive potential. Teachers, especially at the elementary and middle school grades, are avid about hands-on learning. -Phil Winne Simon Fraser University As someone who has spent a lifetime investigating people in museums, I personally came away from reading this book with many new ideas and thoughts about not just objects and children in museums, but about how to think about the museum experience. -John Falk Director, Institute for Learning Innovation, Annapolis, MD

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Paris, Scott G.

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