January 1st, 1998 | RESEARCH
In this article, the authors review a collaborative project between two developmental psychologists and the staff of Children's Discovery Museum of San Jose. Under the broad agenda of studying the development of scientific literacy, they have been exploring the hypothesis that the guidance of parents is an important bridge between the intentions of the exhibit designer and the experience and knowledge of the child. Their research is guided by a framework inspired by a combination of socio-cultural and information-processing theories of how children learn. In the first section of this article they describe their research framework. In the second section they review its implications for the methods [they] have used to study learning in museums. In the final sections they present two examples of how they have analyzed parent-learning in the museum.
Document
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Team Members
Kevin Crowley, Author, University of PittsburghMaureen Callanan, Author, University of California-Santa Cruz
Citation
Identifier Type: ISSN
Identifier: 1059-8650
Publication: Journal of Museum Education
Volume: 23
Page(s): 12
Related URLs
Tags
Audience: Elementary School Children (6-10) | Evaluators | Families | Museum | ISE Professionals | Parents | Caregivers | Pre-K Children (0-5)
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Museum and Science Center Exhibits