Sociocultural frameworks of conceptual change: implications for teaching and learning in museums

Date: 
Tuesday, July 1, 2008
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Public Programs, Museum and Science Center Programs, Exhibitions, Museum and Science Center Exhibits
Audience: 
Educators/Teachers | Museum/ISE Professionals | Learning Researchers
Discipline: 
Education and learning science | General STEM
Organization:
CUNY, University of California, Berkeley
Description: 

This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic of conceptual change as it applies to research, and science teaching and learning in a museum setting. Through the lenses of a sociocultural perspective of learning we examine the applicability of the ideas presented in the forum for museums and museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.

Citation
ISSN:
1871-1502
DOI:
10.1007/s11422-008-9101-5
Publication Name: 
Cultural Studies of Science Education
Volume: 
3
Number: 
2
Page Number: 
435-449

Team Members

Lynn TranLynn TranAuthor
Preeti GuptaPreeti GuptaAuthor
Helen Creedon-O'HurleyHelen Creedon-O'HurleyAuthor

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