We all know that learning takes place in museums but what does that really mean? Who learns what and how do they learn it? Gaea Leinhardt and Karen Knutson set out to investigate these questions through the conversations of museum visitors. The model they developed from their research owes much to sociocultural theory, and they challenge others to think about certain specific features of the museum experience in order to understand and define learning. They advocate an expanded concept of learning for museums, and for more formal schooling environments. Leinhardt and Knutson add their voices to what they call the extended conversation that is ongoing among thoughtful practitioners with an interest in formal and informal learning in museums. Visit our website for sample chapters!
評量實用的指南: 博物館與其他非正式教育環境之工具
In this book, Elizabeth Wood and Kiersten Latham present the Object Knowledge Framework, a tool for using objects to connect museum visitors to themselves, to others, and to their world.
4.5 The Stakeholders In addition to the exhibit team , there are many others who are interested in or need or wish to contribute to the exhibit development process : for example , community or special - interest groups , schoolteachers ...
Keramikmuseen nehmen unter den Museen eine besondere Stellung ein.
On the Road Again: Developing and Managing Traveling Exhibitions covers all you need to know about touring an exhibition to multiple venues.
Outdoor Exploratorium: Experiments in Noticing and Understanding
Curatorial Challenges investigates the challenges faced by curators and explores the practices, ways of thinking, and types of knowledge production curating exhibitions could challenge.
The International Handbooks of Museum Studies bring together original essays by a global team of experts to provide a state-of-the-art survey of the field of museum studies.