This article seeks to reflect on mediation in museums based on experiences that occurred in the “Learning in order to Teach” Project. In this case, the mediation acquires specific characteristics because it deals with young deaf people learning art-related contents in order to teach other youth in their first language. The most interesting aspect of this encounter between museum and deaf culture is a mutual, immediate and highly visible influence. While museum-goers and professionals understand that the “gestures” used by the deaf are not random (rather, on the contrary, they make up a
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Daina LeytonCibele LucenaJoana Zatz Mussi
This paper discusses three mediation concept approaches and, consequently, three facets of mediator action. The approaches presented start with a bibliographical review of the concept of mediation present in education and scientific communication studies. These approaches serve as a basis for interpreting a semi-directive interview with the director of the Museum of Morphological Sciences of the Federal University of Minas Gerais (UFMG). They also help us reflect on the complexity of organizing the objectives of a museum action that takes into account the transformational role of the
The Science House of the Federal University of Rio de Janeiro (UFRJ) is a space where science is approached through the perspective of culture, seeking interdisciplinarity, stimulating debate among different areas of knowledge, and building a closer and more pleasant relationship between society and scientific knowledge. Work with mediators has gone through significant changes over time and the paths chosen have been modified, re-evaluated and transformed. The presence of mediators can mean the possibility of dialog, conversation, informal chat, and sharing. It has been one of the main
Science musums and science centres are wonderful places to host, support and mediate the dialogue between science and society. In fact, they are a natural crossroad where scientists, general public, media and insitutions for formal and informal learning meet. During the recent political and health crisis concerning the rubbish treatment in the Italian region of Campania, the science centre "Città della Scienza" has promoted an unusual dialogue between citizens and scientists.
The article discusses how a visit to a science museum illustrates the concept of informal learning in science education. The author describes a visit to a museum with science educator Jim Kisiel, who comments on how the behavior of museum guests is used to design exhibits. Kisiel discusses the importance of visually interesting displays and the role of signage in educating museum guests. The author suggests that similar concepts apply to science education in the classroom.
What meaning visitors make from their interactions with science center exhibits— and how they do so — is an issue of enduring interest in the field of learning in informal contexts. In order to explore what resources schoolchildren bring to bear in making meaning, this study used video clips taken during school trips to prompt reflection in stimulated recall interviews. The results indicated that students utilized their existing science understandings to interpret and explain their interactions with exhibits. Such findings provide evidence for the educative value of the experience as well as
This study examined the effectiveness of worksheets while learning about biodiversity in a natural history museum. Despite the frequent use of worksheets by school classes during out-of-school activities, their effectiveness in enhancing knowledge acquisition has been addressed by relatively few empirical studies. 148 Austrian grammar school students aged eleven to fifteen took part in the pre- and post-test questionnaire study which included a one-hour learning phase with worksheets in the museum. Results indicate a high learning effect from pre- to post-test. Further analyses show that
The article offers tips for early childhood educators on planning and implementing field experiences for young learners in natural history museums. It cites that providing children with access to nature could build their science literacy. Moreover, it emphasizes the importance of intrinsic motivation and recommends that teachers should focus on children's interests and provide them the time to relax. Teachers should also encourage active learning and ensure to make the visit memorable.
The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following
This award is for a Science and Technology Center devoted to the emerging area of nanobiotechnology that involves a close synthesis of nano-microfabrication and biological systems. The Nanobiotechnology Center (NBTC) features a highly interdisciplinary, close collaboration between life scientists, physical scientists, and engineers from Cornell University, Princeton University, Oregon Health Sciences University, and Wadsworth Center of the New York State Health Department. The integrating vision of the NBTC is that nanobiotechnology will be the genesis of new insights into the function of biological systems, and lead to the design of new classes of nano- and microfabricated devices and systems. Biological systems present a particular challenge in that the diversity of materials and chemical systems for biological applications far exceeds those for silicon-based technology in the integrated-circuit industry. New fabrication processes appropriate for biological materials will require a substantial expansion in knowledge about the interface between organic and inorganic systems. The ability to structure materials and pattern surface chemistry at small dimensions ranging from the molecular to cellular scale are the fundamental technologies on which the research of the NBTC is based. Nanofabrication can also be used to form new analytical probes for interrogating biological systems with unprecedented spatial resolution and sensitivity. Three unifying technology platforms that foster advances in materials, processes, and tools underlie and support the research programs of the NBTC: Molecules of nanobiotechnology; Novel methods of patterning surfaces for attachment of molecules and cells to substrates; and Sensors and devices for nanobiotechnology. Newly developed fabrication capabilities will also be available through the extensive resources of the Cornell Nanofabrication Facility, a site of the NSF National Nanofabrication Users Network. The NBTC will be an integrated part of the educational missions of the participating institutions. NBTC faculty will develop a new cornerstone graduate course in nanobiotechnology featuring nanofabrication with an emphasis on biological applications. Graduate students who enter the NBTC from a background in engineering or biology will cross-train in the other field by engaging in a significant level of complementary course work. Participation in the NBTC will prepare them with the disciplinary depth and cross-disciplinary understanding to become next generation leaders in this emerging field. An undergraduate research experience program with a strong mentoring structure will be established, with emphasis on recruiting women and underrepresented minorities into the program. Educational outreach activities are planned to stimulate the interest of students of all ages. One such activity partnered with the Science center in Ithaca is a traveling exhibition for museum showings on the subject of nano scale size. National and federal laboratories and industrial and other partners will participate in various aspects of the NBTC such as by hosting interns, attendance at symposia and scientist exchanges. Partnering with the industrial affiliates will be emphasized to enhance knowledge transfer and student and postdoctoral training. This specific STC award is managed by the Directorate for Engineering in coordination with the Directorates for Biological Sciences, Mathematical and Physical Sciences, and Education and Human Resources.
Carl Batt of Cornell University is a Discovery Corps Senior Fellow for the 2007-2008 academic year. the natural ability of bacterial surface-layer proteins to self-assemble into two-dimensional, nanoscale arrays. These biological arrays will be exploited to produce a variety of nanoscale structures, including silicon nano pillars, which have potential use in new optical and electronic devices. Batt will use the scientific discoveries arising from his research to expand outreach to the public through interactive, traveling museum exhibits and to develop improved models for understanding and describing nanoscale phenomena. The goals of the project include the development of the "Chronicles of a Science Experiment," which will provide the public with a view of the evolution of a science project over time. This Discovery Corps Senior Fellowship is supported by the Division of Chemistry and the Informal Science Education (ISE) program of the Division of Research on Learning in Formal and Informal Settings (EHR/DRL). The Discovery Corps Fellowship Program seeks new postdoctoral and professional development models that combine research expertise with professional service. Discovery Corps Fellows leverage their research expertise through projects that address areas of national need.
This project proposes using three complementary strategies to engage, inform and inspire large audiences. (1) A national tour called "Stories from a Changing Planet" that will include in-person presentations and hands-on activities by Polar scientists at science centers, museums, libraries and schools across the country. (2) the "HiDef video Science Story Capture Corp" team of professional videographers HD footage will be made available as public domain materials accessible to government research agencies, universities,science centers and others. (3) Video and Audio podcasts distributed throught iTunes, google, Yahoo and IPY websites. The project will have front end, formative and summative evaluations.