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Relevant bibliographies by topics / Children's museums

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Dissertations / Theses

Academic literature on the topic 'Children's museums'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Dissertations / Theses on the topic "Children's museums"

1

Ng, Kwok-sun Chris. "Hong Kong Children's Museum." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594888x.

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2

Yiu, Chi-wai Albert. "The children's museum : a stimulating environment of play, wonder and learning /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25955111.

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3

Cipora, John. "Using action research protocols to structure the development of a complex exhibit at a regional children's museum." Amherst, Mass. : University of Massachusetts Amherst, 2008. http://scholarworks.umass.edu/dissertations/AAI3303432/.

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4

Ng, Kwok-sun Chris, and 吳國新. "Hong Kong Children's Museum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984101.

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5

Din, Herminia Weihsin. "A history of children's museums in the United States, 1899-1997: implications for art education and museum education in art museums." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247850292.

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6

Din, Herminia. "A history of children's museums in the United States, 1899-1997 : implications for art education and museum education in art museums /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204279663.

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7

Mallos, Melina. "Young children's interactions in art museums: Exploring engagement." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36686/1/36686_Digitised%20Thesis.pdf.

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How do young children engage with works of art in a museum environment? This study documents the experiences and behaviour of children aged 6-9 years in three Queensland art museums. In each case, three interactive components were investigated for their value in promoting young children's engagement with art: child-centred programs, novel exhibition designs and responsive social interaction. Recently art museums have invested heavily in the design of innovative interactive exhibition programs to enhance young children's experiences of art. While child-centred programming and novel exhibition designs contribute to children's enjoyment on their art museum visits, this study reveals that it is responsive social interaction, specifically children's interactions with adults, that determines the quality of their aesthetic encounters. Through photographic evidence, the study documents children's emotional reactions to art. The personal nature of these experiences is highlighted in children's interviews and drawings about their museum interactions. Such findings raise questions about the current views of aesthetic development which underestimate young children's capabilities for engaging with works of art. Photographic evidence used in this study clearly documents young children's emotional reactions to works of art. The social dimension is the most salient factor in young children's ability to interpret the museum environment and its exhibits in personally meaningful ways. This has implications for the design, installation and programming of exhibition programs for young children in art museums. The research reveals that greater collaboration between early childhood professionals and museum staff (educators and designers) significantly enhances young children's encounters with art. Information about children's responses to interactives enables designers and education staff to design effective innovations to empower young children to understand, appreciate and engage with art.

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8

Rowlands, Mark Antony. "Using science museums to enrich and enhance primary school children's learning of science : children engaging in dialogue about museum exhibits." Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568806.

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The research addresses issues identified in an ESRC Case studentship developed in collaboration between Manchester Metropolitan University and the Museum of Science & Industry in Manchester. The original proposal had as its central aim "informing how museums can most effectively contribute to and enhance children's learning in primary school science". A case study is presented of upper primary school groups visiting the Museum, including discussions of the Museum's schools' provision and the practices of visiting school groups. Within that broader context, a main finding is that children can and do engage in dialogue about museum exhibits in ways that are relevant to their science learning. The finding is supported by empirical evidence from a series of discussions held with 8 to lO-year-old primary school pupils who had visited the Museum. The children find the exhibits rich, interesting and comprehensible enough to be engaging topics of conversation while being sufficiently thought provoking to challenge their ideas and their ways of talking. Sociocultural theory is used as a framework for analysing the science-relevant content of what the children talked about, the patterns of discourse they used, and the identities they enacted. The theory provides a fruitful way of understanding the children's engagement in talking as the concerns, sense of purpose, identification and emotion of participation in a social practice. Implications for museum education practice are identified. Talking about exhibits consolidates and strengthens the general educational value of visits by school groups to the Museum. Suggestions are made for how Museum staff and school teachers can build on children's museum experience to enhance their scientific literacy.

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9

Makriyianni, Chara. "History, museums and national identity in a divided country : children's experience of museum education in Cyprus." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612726.

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10

Yiu, Chi-wai Albert, and 姚志偉. "The children's museum: a stimulating environment of play, wonder and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983728.

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