Toward an agenda for advancing research on science learning in out-of-school settings
Toward an agenda for advancing research on science learning in out-of-school settings
复制标题
制定推进校外科学学习研究的议程
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
J. Falk
中科院分区：
文献类型：
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作者：
L. Rennie;E. Feher;L. Dierking;J. Falk
问题是，“什么构成了一个合理的，有用的议程，研究科学学习在校外，自由选择的环境？”在过去的十年里越来越频繁地出现。1994年在安纳波利斯举行的国家科学基金会资助的会议“个人学习的公共机构：了解博物馆的长期影响”是推动这一议程向前发展的一个事件。美国博物馆协会出版的会议记录（Falk & Dierking，1995年）反映了在提出研究问题和所涉问题方面向前迈出的一大步。虽然重点是博物馆（一个通用术语，包括所有类型的博物馆，植物园，水族馆，动物园，科学和其他解释中心），所讨论的问题适用于广泛的非博物馆环境。安纳波利斯会议被认为是代表学习的物理，社会和个人层面的各种领域的前线研究人员的论坛。其目的是讨论他们学科的思维和模式如何揭示学习的本质，并用于定义和制定博物馆的长期研究议程。大约在同一时间，一小群科学博物馆从业者在科学技术中心协会（ASTC）和博物馆研究所（IMS）的主持下举行了几次会议，开始思考他们专业领域的研究议程。智囊团会议的结果在1996年期间连续六次发表在非洲科技协会的通讯中（现在可在http：//www.astc.org/resource/educator/educmain.htm#theories上查阅）。
The question, ‘‘What constitutes a reasonable, useful agenda for research into science learning in out-of-school, free-choice environments?’’ has surfaced with increasing frequency over the past 10 years or so. One event that helped move the agenda forward was the National Science Foundation–funded conference, ‘‘Public Institutions for Personal Learning: Understanding the Long-term Impact of Museums,’’ held in Annapolis in 1994. The proceedings of this conference, published by the American Association of Museums (Falk & Dierking, 1995), reflected a large step forward in setting out the research issues and questions involved. Although focused on museums (a generic term including all kinds of museums, botanical gardens, aquaria, zoos, and science and other interpretative centers), the issues discussed are applicable to a wide range of non-museum contexts. The Annapolis conference was conceived as a forum for frontline researchers in a variety of fields representing the physical, social, and personal dimensions of learning. The goal was to discuss how the thinking and modalities of their disciplines might shed insights into the nature of learning and be used to define and lay out a long-term research agenda in museums. At about the same time, a small group of science museum practitioners held several meetings under the auspices of the Association of Science and Technology Centers (ASTC) and the Institute of Museum Studies (IMS) to start thinking about a research agenda in their area of expertise. The results of the think tank meetings were published in six successive ASTC newsletters during 1996 (and are now available at http:/ /www.astc.org/resource/educator/educmain.htm#theories).