In this article, a Framework for Museum Practice (FMP) is proposed as a challenge to ineffective methods used during school field trips in an attempt to educate youth. It is hypothesized that the FMP, grounded in the Cultural Historical Activity Theory, will act as a guideline for museum professionals in providing more effective learning opportunities. Empirical evidence suggests the FMP has potential as a strategy for better informal learning practices.
Associated Projects
TEAM MEMBERS
King's College London
Contributor
Jennifer DeWitt
Co-Principal Investigator
King's College London
Citation
DOI
:
10.1080/09500690600802254
Publication Name:
International Journal of Science Education
Volume:
29
Number:
6
Page Number:
685
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