From Acquisition to Inquiry: Supporting Informal Educators Through Iterative Implementation of Practice
From Acquisition to Inquiry: Supporting Informal Educators Through Iterative Implementation of Practice
复制标题
从习得到探究：通过实践的迭代实施支持非正式教育工作者
DOI：
10.1007/978-3-319-50398-1_5
复制
发表时间：
2017
影响因子：
4.6
通讯作者：
K. Crowley
中科院分区：
文献类型：
--
作者：
L. B. Allen;K. Crowley
博物馆教育工作者在工作中面临许多挑战，特别是在为游客学习提供新内容和新方法时。本章提供了一个密切关注的过程中使用的博物馆教育工作者到实施新的内容和新的促进结构在学校旅行在一个大型自然历史博物馆的中心。我们用“迭代实施”来描述我们反思性地工作以实现新设计的教育计划或特定环境下的新计划的过程。通过迭代实现，实践者可以识别在实现周期中不起作用的东西，讨论和测试新的想法，如果更成功，则将其实现到程序的下一个版本中。通过为这些兼职的自然历史博物馆讲解员提供空间，让他们反思自己的实践，并带来挑战和新的想法与同事和领导分享，他们能够接受以探究为中心的博物馆学习方法，而这在以前并不是他们的教育曲目的一部分。本研究以三个原则作为探究式学习的指导原则：学习者自主性、对话与反思、深入探究。博物馆教育工作者不仅在博物馆的地板上鼓励这些原则，他们还在专业工作中从事同样的学习，以迭代地实施新的学校旅行形式。
Museum educators face many challenges in their work, especially when taking on new content and new approaches to visitor learning. This chapter provides a close look at the processes used to bring museum educators into the center of implementing new content and new facilitation structures in school trips at a large natural history museum. We use the phrase “iterative implementation” to describe our process of reflectively working to actualize a newly designed educational program, or a program that is new to a particular context. Through iterative implementation, practitioners identify something that is not working during a cycle of implementation, new ideas are discussed and tested, and, if more successful, are implemented into the next version of the program. By providing space for these part-time natural history museum docents to reflect on their practice and bring challenges and new ideas to share with their colleagues and leadership, they were able to embrace an inquiry-centered approach to museum learning that was not previously part of their educational repertoire. This project used three guiding principles for inquiry-based learning: learner autonomy, conversation with reflection, and deep investigation. Not only did museum educators encourage these principles on the floor of the museum, they also engaged in the same kind of learning in their professional work to iteratively implement the new school trip format.