Relevant bibliographies by topics / Constructivist museum

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Academic literature on the topic 'Constructivist museum'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Constructivist museum"

1

Yoo, Juyoung. "Bridging art viewing and making: Constructivist museum tour and workshop programmes." International Journal of Education Through Art 17, no. 3 (2021): 373–88. http://dx.doi.org/10.1386/eta_00074_1.

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The purpose of this study is to investigate how constructivist approaches are conceptualized and implemented in ‘gallery tour and studio workshop’ educational programmes at art museums, and the relationship that exists between the gallery and studio learning for children. A qualitative multi-case study was employed, and three art museums were involved. Data collection methods included programme observations, participant interviews, photos and museum documents. The findings of the study offer examples of educators’ teaching approaches, which reflect constructivist tenets, as well as factors that might strengthen the connection across gallery and studio learning. An inviting learning environment, consideration of students’ prior knowledge and experience, use of themes and motivating questions and facilitation of reflections, as well as educators’ collaboration all promoted well-connected tour and workshop programmes. This study offers insights and strategies to interested museum professionals and educators who aim to provide children with meaningful and well-connected art-viewing and art-making programmes.
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Charapan, Nadzeya. "Communication Matters: How Do Visitors Interact with Ethnographic Open-Air Museums?" Informacijos mokslai, no. 83 (December 20, 2018): 142–54. http://dx.doi.org/10.15388/im.2018.83.9.

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[full article, abstract in English; abstract in Lithuanian]
 Though the concept of an ethnographic open-air museum is not a new one, little is known about the interplay between a visitor and an amalgam museum setting. Ethnographic open-air museums are complex spaces with shared qualities of outdoor sites and indoor museums. Grounded in Gibson’s theory of affordances (1979), the article explores how visitors interact within and in relation to the hybrid space of ethnographic open-air museum and how communication shapes their interactions. The analysis is based on a qualitative study of visitors in the Belarusian State Museum of Folk Architecture and Rural Lifestyle (Aziartso, Belarus) and the Open-Air Museum of Lithuania (Rumšiškės, Lithuania). The data were collected using participatory observation and semistructured interviews with visitors. The article employs a constructivist approach and conceptualizes an ethnographic museum as a free-choice environment, where behavior patterns are linked to the institutional context and the visitors’ ability to perceive the information about the objects and environments that specified the possibilities and constraints for interacting with the museum’s space. The study reveals how cultural communication fosters the diversity of visiting scenarios and the perceptions of ethnographic open-air museums as cultural heritage sites, natural parks and stages for entertainment. The implications of this research could be relevant to cultural policymakers and communication specialists in designing the cultural, recreational and educational policies of museums.
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Villeneuve, Pat, and Mary Erickson. "Beyond the Constructivist Museum: Guided Interaction through an Exhibition Interface." International Journal of the Inclusive Museum 4, no. 2 (2012): 49–64. http://dx.doi.org/10.18848/1835-2014/cgp/v04i02/44368.

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4

Miller, Kathleen J. "Inclusive Marketing in the Constructivist Museum: A Study of Non-visitors’ Needs." International Journal of the Inclusive Museum 3, no. 4 (2011): 91–108. http://dx.doi.org/10.18848/1835-2014/cgp/v03i04/44354.

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5

Belanus, Betty J., and Katie Fernandez. "Making Meaning on the Mall: The Smithsonian Folklife Festival as a Constructivist Museum." Curator: The Museum Journal 57, no. 4 (2014): 437–54. http://dx.doi.org/10.1111/cura.12084.

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6

Rocha, Edimarcio Francisco, Eduardo Ribeiro Mueller, and Edslei Rodrigues Almeida. "EXPLORANDO UM MUSEU DE PRÉ-HISTÓRIA COMO ESPAÇO NÃO FORMAL PARA O ENSINO E APRENDIZAGEM DE CIÊNCIAS." Revista Prática Docente 3, no. 2 (2018): 461–76. http://dx.doi.org/10.23926/rpd.2526-2149.2018.v3.n2.p461-476.id188.

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Resumo: Neste artigo, apresentamos uma experiência sobre a utilização de espaços não formais para o desenvolvimento de atividades relacionadas ao ensino e à aprendizagem de conteúdos curriculares que podem envolver diversas áreas do conhecimento, como a química e a biologia. Desse modo, destacamos um museu de pré-história como um potencial espaço não formal para o desenvolvimento dessas atividades. Utilizando pressupostos da pesquisa qualitativa e como recurso metodológico a aula de campo, realizamos observações e proposições sobre possíveis abordagens de temas relacionados ao ensino e aprendizagem de conceitos científicos, tendo como objetivo indicar aos professores meios alternativos ao processo tradicional de ensino que fragmenta o conhecimento. Como um espaço não formal para o ensino, o museu apresenta elementos que podem contribuir para a aprendizagem, uma vez que oferece formas de contextualizar o conhecimento das diferentes áreas, demonstrando ser um ambiente que propicia trabalhar assuntos relacionados com as Ciências da Natureza e, também, a conceitos étnicos, históricos, geográficos, linguísticos e políticos. Além disso, esse espaço se caracteriza como um local capaz de romper as barreiras da sala de aula, permitindo a interação do indivíduo com os artefatos expostos, contextualizando questões locais e contribuindo para a apropriação do conhecimento científico de maneira construtivista.Palavras-chave: Museu. Alfabetização científica. Mediação. Construtivista.Abstract: In this article, we present an experience about the use of non-formal spaces for the development of activities related to the teaching and learning of curricular contents that may involve several areas of knowledge, such as chemistry and biology. Thus, we highlight a pre-history museum as a potential non-formal space for the development of these activities. Using qualitative research assumptions and as a methodological resource the field class, we make observations and propositions about possible approaches to topics related to teaching and learning of scientific concepts, aiming to indicate to teachers alternative means to the traditional teaching process that fragments knowledge. As a non-formal space for teaching, the museum presents elements that can contribute to learning, since it offers ways to contextualize the knowledge of the different areas, proving to be an environment that facilitates work related to Nature Sciences and, also , to ethnic, historical, geographical, linguistic and political concepts. In addition, this space is characterized as a place capable of breaking the barriers of the classroom, allowing the interaction of the individual with the exposed artifacts, contextualizing local issues and contributing to the appropriation of scientific knowledge in a constructivist way.Keywords: Museum. Scientific Literacy. Mediation. Constructivist.
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7

Kempf, Katalin, Beatrix Vincze, and András Németh. "Challenges and in Museum Education, Best Practices in Hungary." Rivista di Storia dell’Educazione 7, no. 2 (2020): 121–31. http://dx.doi.org/10.36253/rse-9830.

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The study aims to present the best practices of museum education, art pedagogy and circus pedagogy in Hungary, to highlight their importance and their role as mediators of cultural values and their role in social equal opportunities. It emphasizes the role of non-formal forms of learning that are capable of meeting learners’ needs in a well-defined, differentiated, and experiential way outside the school system. At the same time, the study reflects on current issues in the renewal of museum education. Among other things, for those who want to study, «everything is more interesting outside of school». Changing learning habits and technical opportunities poses a major challenge in sustaining learning motivation. It also emphasizes the potential of informal learning in diverse settings - family, community, informal and supportive of information acquisition and capacity building (Coombs 1969, 1972). It cites examples of good domestic practice as interpreted by the Constructivist Museum (Anderson 2008; Black 2012; Hein 2004 a, b) and refers to programs, projects, and circus pedagogical initiatives for SEN and disadvantaged groups.
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8

Jorion, Natalie, Jessica Roberts, Alex Bowers, et al. "Uncovering Patterns in Constructionist Collaborative Learning Activities via Cluster Analysis of Museum Exhibit Log Files." Frontline Learning Research 8, no. 6 (2020): 77–87. http://dx.doi.org/10.14786/flr.v8i6.597.

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A driving factor in designing interactive museum exhibits to support simultaneous users is that visitors learn from one another, via both observation and conversation. Such collaborative interactions among museum-goers are typically analyzed through manual coding of live- or video-recorded exhibit use. We sought to determine how log data from an interactive multi-user exhibit could indicate patterns in visitor interactions that could shed light on informal collaborative constructivist learning. We characterized patterns from log data generated by an interactive tangible tabletop exhibit using factors like "pace of activity" and the timing of “success events." Here we describe processes for parsing and visualizing log data and explore what these processes revealed about individual and group interactions with interactive museum exhibits. Using clustering techniques to categorize museum-goer behavior and heat maps to visualize patterns in the log data, we found that there were distinct trends in how users approached solving the exhibit: some players seemed more reflective while others seemed more achievement oriented. We also found that the most productive sessions occurred when all four areas of the table were occupied, suggesting that the activity design had a desired outcome to promote collaborative activity.
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9

Saunders, Venelina Dali. "The Churches of Venice: Sacred Places or Museum Spaces?" Journal of Interpretation Research 19, no. 2 (2014): 61–64. http://dx.doi.org/10.1177/109258721401900205.

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Many churches in Venice have become landmarks due to their artistic treasures. Their increased volume of visitors often has a primary goal of sightseeing rather than participating in religious services. Consequently, some of the churches have employed interpretation methods to satisfy the demand of mass tourism. The aim of the study is to investigate the role of current on-site interpretations of the churches and relate them to the visitors’ perceptions and experiences. The evaluation relies on qualitative methods such as case studies, visitors’ surveys, site observations, and interviews. The results are analyzed through the framework of the constructivist-learning theory, which affirms that people create their own meanings based on previous knowledge. The findings demonstrate that the interpretive methods on-sites present the visitors with experiences not usually associated with religious sites. The churches are experienced as tourist attractions rather then sacred sites—a perception that clearly interferes with their original purpose.
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10

Howlett, Susan E. "Remote Access Museum Education: Next Steps in Moving Toward Constructivist and Inquiry-based Learning Online." International Journal of the Inclusive Museum 1, no. 4 (2009): 1–14. http://dx.doi.org/10.18848/1835-2014/cgp/v01i04/44534.

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