Staff-Mediated Learning in Museums: A Social Interaction Perspective
Staff-Mediated Learning in Museums: A Social Interaction Perspective
复制标题
博物馆中工作人员介导的学习：社会互动的视角
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
L. Dierking
中科院分区：
文献类型：
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作者：
Scott A. Pattison;L. Dierking
摘要 教育工作者、讲解员和口译员被认为是许多博物馆学习体验中不可或缺的一部分。尽管人们越来越认识到这些工作人员需要专业发展才能有效支持访客学习，但很少有研究来描述他们的工作或确定有效的促进策略。为了满足这一需求，我们在俄勒冈州波特兰市的俄勒冈科学与工业博物馆探索了非结构化员工促进的家庭学习的本质，对 65 个非结构化员工与家庭的互动进行了录像和归纳分析。分析强调了工作人员和成年家庭成员之间角色协商的重要性，特别是在互动开始、工作人员和访客促进家庭学习以及工作人员引入新的学习目标期间。与之前对博物馆家庭学习的研究一致，成年家庭成员在塑造互动的性质和确定工作人员的参与程度方面发挥着关键作用。研究结果对未来的研究和员工的专业发展具有重要意义。
ABSTRACT Educators, docents, and interpreters are considered integral to the learning experiences at many museums. Although there is growing recognition that these staff members need professional development to effectively support visitor learning, there has been little research to describe their work or identify effective facilitation strategies. To address this need, we explored the nature of unstructured staff-facilitated family learning at the Oregon Museum of Science and Industry in Portland, OR, videotaping and inductively analyzing 65 unstructured staff-family interactions. The analysis highlighted the importance of role negotiation between staff and adult family members, particularly during the initiation of interactions, staff and visitor facilitation of family learning, and the introduction of new learning goals by staff members. Aligned with prior research on family learning in museums, adult family members played a critical role in shaping the nature of the interactions and determining the level of involvement of staff members. Findings have important implications for both future research and the professional development of staff.