From Living to Virtual: Learning from Museum Objects
From Living to Virtual: Learning from Museum Objects
复制标题
从生活到虚拟：从博物馆物品中学习
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
K. Crowley
中科院分区：
文献类型：
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作者：
Catherine Eberbach;K. Crowley
互动博物馆的展览越来越多地放置了复制和虚拟物体，并展示了真实的物体。然而，对于这三类对象如何影响学习，知之甚少。这项对植物园中家庭学习的研究专门侧重于12个亲子家庭单位如何使用三种植物类型的解释：生活，模型和虚拟。家庭对话进行了录像，转录和编码。调查结果表明：1）生物过程的解释比其他类型更频繁； 2）模型和虚拟植物比活植物支持更多的过程解释； 3）模型工厂比生命和虚拟工厂更多地支持学校的参考； 4）活植物比虚拟植物更多地支持日常体验。
Interactive museum exhibits have increasingly placed replicated and virtual objects alongside exhibited authentic objects. Yet little is known about how these three categories of objects impact learning. This study of family learning in a botanical garden specifically focuses on how 12 parent-child family units used explanations as they engaged with three plant types: living, model, and virtual. Family conversations were videotaped, transcribed, and coded. Findings suggested that: 1) explanations of biological processes were more frequent than other types; 2) model and virtual plants supported more process explanations than did the living plants; 3) the model plant supported more references to school than did the living and virtual plants; and 4) the living plant supported more references to everyday experiences than did the virtual plant.