07029oam 2200673I 450 991082480110332120221221223245.01-135-64527-21-135-64528-01-4106-0413-697866132413511-283-24135-810.4324/9781410604132(CKB)111056486356406(StDuBDS)AH4272372(SSID)ssj0000220305(PQKBManifestationID)11910760(PQKBTitleCode)TC0000220305(PQKBWorkID)10142885(PQKB)10431964(MiAaPQ)EBC234126(Au-PeEL)EBL234126(CaPaEBR)ebr10084657(CaONFJC)MIL324135(OCoLC)50487553(EXLCZ)9911105648635640620180706h2002 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierPerspectives on object-centered learning in museums /editor, Scott G. ParisMahwah, N.J. :Lawrence Erlbaum Associates,2002.©20021 online resource (xxii, 383 pages) illustrationsBibliographic Level Mode of Issuance: Monograph0-8058-3927-5 0-585-41864-0 Includes bibliographical references and indexes.Machine generated contents note: Foreword -- Preface -- Acknowledgments -- List of Contributors -- Part I Studying Learning with Objects in Contexts -- 1 The Role of Context in Children's Learning From Objects -- and Experiences -- Lynn Dierking -- 2 The Role of Objects in Active, Distributed Meaning-Making -- Shawn Rowe -- 3 Children Learning with Objects in Informal Learning -- Environments -- Scott G. Paris and Susanna E. Hapgood -- 4 The Authentic Object? A Child's-Eye View -- E. Margaret Evans, Melinda S. Mull, and -- DevereauxA. Poling -- 5 When the Object is Digital: Properties of Digital Surrogate -- Objects and Implications for Learning -- C Olivia Frost -- 6 Through the Garden Gate: Objects and Informal Education -- for Environmental and Cultural Awareness in Arboreta and -- Botanic Gardens -- David C Michener and IngerJ. Schultz -- 7 Epistemological Issues about Objects -- James VWertsch -- Part II Discipline-Based Explorations of Objects -- 8 Learning With, Through, and About Art: The Role of -- Social Interactions -- Barbara Piscitelli and Katrina Weier -- 9 Placing Objects Within Disciplinary Perspectives: Examples -- From History and Science -- Robert Bain and Kirsten M. Ellenbogen -- 10 Fostering an Investigatory Stance: Using Text to Mediate -- Inquiry with Museum Objects -- Susanna E. Hapgood andAnnemarie Sullivan Palincsar -- 11 Objects and Learning: Understanding Young Children's -- Interaction with Science Exhibits -- Leonie J Rennie and Terence P McClafferty -- 12 Reading Objects -- Christina E. van Kraayenoord and Scott G. Paris -- 13 Cloaking Objects in Epistemological Practices -- Leona Schauble -- Part m Conversations About Objects -- 14 Object-Based Learning and Family Groups -- Minda Borun -- 15 Maps, Globes, and Videos: Parent-Child Conversations -- About Representational Objects -- Maureen A. Callanan, Jennifer L.Jipson, and -- Monika Stampf Soennichsen -- 16 Pathways Among Objects and Museum Visitors -- KristineA. Morrissey -- 17 Objects of Learning, Objects of Talk: Changing Minds -- in Museums -- Gaea Leinhardt and Kevin Crowley -- 18 Leveling the Playing Field Through Object-Based -- Service Learning -- DeAnna Banks Beane and Myla Shanae Pope -- 19 The Object of Experience -- Sally Duensing -- Author Index -- Subject Index.Originating in a recent NSF conference held at the University of Michigan, this book examines the latest ideas about how children interact with objects and through that interaction acquire new understandings, attitudes, and feelings. Although museum education provides the primary setting within which object-centered learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, until now there has been little psychological research on the topic. Key features of this outstanding new book include: * Cross-disciplinary Focus --This is the first book to examine object-centered learning using the perspectives of such diverse fields as science, history, literacy, and art. * Museum Focus --The explosion of interest in museums of all kinds provides a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments. Vignettes --In order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting. This volume is appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and persons directly involved in museum education. Originating in a recent NSF conference held at the University of Michigan, this book examines the latest ideas about how children interact with objects and through that interaction acquire new understandings, attitudes, and feelings. Although museum education provides the primary setting within which object-centered learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, until now there has been little psychological research on the topic. Key features of this outstanding new book include: * Cross-disciplinary Focus --This is the first book to examine object-centered learning using the perspectives of such diverse fields as science, history, literacy, and art. * Museum Focus --The explosion of interest in museums of all kinds provides a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments. Vignettes --In order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting. This volume is appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and persons directly involved in museum education.Children's museumsEducational aspectsLearning, Psychology ofActive learningObject-teachingChildren's museumsEducational aspects.Learning, Psychology of.Active learning.Object-teaching.069/.15Paris Scott G.1946-196237MiAaPQMiAaPQMiAaPQBOOK9910824801103321Perspectives on object-centered learning in museums4000263UNINA