The knowledge society is a new social species that, despite many uncertainties and some (old and new) ambiguities, is emerging on the horizon of the 21st century. Placed at the convergence of two long-term processes (society of individuals and knowledge society), it is characterised by the social-economic process of knowledge circulation, which can be divided into four fundamental phases (generation, institutionalisation, spreading and socialisation). The current situation also sees the traditional (modern) structure of knowledge being outdated by the convergence of nanotechnologies
What is the role of science museums nowadays? If we want to answer this question, we need to understand the historical period we are living and what role(s) museums can play. We are undoubtedly at the beginning of a new age based on a new relation between science and society, a concept which has been explained and repeated by sociologists and economists over and over again and is confirmed by statistics.
The notion that science is unified in one way or another dates back at least to Aristotle, though unity claims since then have been diverse and va riously motivated. By way of introduction to the modern discussion of unity, disunity, and integration, in this first section we examine five historical attempts to unify knowledge: Aristotle’s metaphysical and hierarchical unity; the Enlightenment project of the French Encyclopedists; the systematic unity of Naturphilosophen Lorenz Oken; the methodological unity of the Vienna School’s Encyclopedia of Unified Science; and finally, the organizational
Technological literacy is essential to ensure lifelong engagement in rapidly changing societies. Three factors that affect learning in later adulthood are age-related declines in processing new information, changes in motivation and reprioritization of emotional wellbeing over new learning, and the ways in which beliefs and stereotypes influence motivation and learning.
DATE:
TEAM MEMBERS:
Casey LindbergEdwin CarstensenLaura Cartsensen
This paper lays out a theory of (re-)generative learning to explain how families and communities socialize young learners into thinking like scientists and mathematicians. Cultural communities and their families orient their young in varied ways toward the language, behaviors, and self-theories about the future presupposed in the learning of science and mathematics. Certain socialization processes and norms correspond closely with those that scientists and artists use in laboratories, studios, and rehearsals. Certain norms of politeness and patterns of language differ significantly from habits
In this paper, research on interest and motivation is revisited in the context of informal science learning (ISL) settings such as museums, out-of school or after-school clubs or groups, science camps, and enrichment programs1. The ISL context differs from traditional school "cookbook" science in a number of critical ways: rather than emphasizing science information, it is designed to engage participants in inquiry-informed and free-choice opportunities to work with authentic science2. Productive participation in the ISL setting should enable the development of scientific literacy and
In this exhibition review, Barbara Cohen-Stratner, the Judy R. and Alfred A. Rosenberg Curator of Exhibitions for The New York Public Library for the Performing Arts, examines the "Abolition200" project, programs and exhibits that commemorate the 200th anniversary of the Parliamentary act that ended British participation in the Atlantic Slave Trade. Cohen-Stratner focuses on three major exhibitions--one that commissioned a new art work, one that relabeled elements of its permanent display, and one that combined these methods--to discuss how museums can develop exhibitions and reinterpret
In this article, Rich Faron, president, and Susan Curran, director, both of Museum Explorer, Inc., explore the importance of internal relationships among museum staff. In particular, the authors outline "Five Ts for successful teams" and other ways to improve teamwork amongst museum professionals.
In this exhibition review, Eric Siegel, Director and Chief Content Officer at the New York Hall of Science, critiques the "Mythic Creatures: Dragons, Unicorns, and Mermaids" exhibit at the American Museum of Natural History. Siegel provides a walkthrough of the exhibit and remarks about the audience and pedagogy.
This annotated bibliography provides selected references regarding multiculturalism and cultural competence in evaluation. It contains a section listing more recent publications dating beyond 2007.