Connecting with Art: How Families Talk About Art in a Museum Setting
Connecting with Art: How Families Talk About Art in a Museum Setting
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与艺术联系：家人如何在博物馆环境中谈论艺术
DOI：
10.1007/978-1-4419-0594-9_12
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发表时间：
2010
影响因子：
6.2
通讯作者：
K. Crowley
中科院分区：
文献类型：
--
作者：
K. Knutson;K. Crowley
在这一章中，我们将探讨家庭在参观美术馆时对艺术有何了解的问题。博物馆是非正式的学习环境，可以设计成提供反映学科思维的体验，并支持解释性参与(美国国家科学院，2009年，《在非正式环境中学习科学：场所、人和追求》。华盛顿特区：美国国家科学院出版社)。对话是参观博物馆的自然部分，研究人员发现，通过分析这些对话，可以了解在非正式环境中发生的学习过程。通过研究对话，研究人员可以探索先前的知识、动机和特定时刻的细节是如何创造出学习经历发生的背景的。尤其是科学博物馆仔细研究了调解如何帮助形成更富有成效的学习经历，并设计了支持特定概念或学习行为学习的环境(Borun等人，1998年，《博物馆中的家庭学习：PISEC视角》)。费城：富兰克林研究所；汉弗莱，古特威尔等人，2005年，《培养积极持久的参与：创造类人猿展览的艺术》。核桃溪，加利福尼亚州：左岸出版社)。
In this chapter we explore the question of what families learn about art during visits to an art museum. Museums are informal learning environments that can be designed to provide experiences that reflect disciplinary thinking and support explanatory engagement (National Academy of Sciences, 2009, Learning science in informal environments: Places, people, and pursuits. Washington, DC: National Academies Press). Conversation is a natural part of a museum visit, and researchers have discovered that analyzing these conversations provides access to the processes of learning that take place in informal settings. Studying conversations allows researchers to explore the ways in which prior knowledge, motivation, and the specifics of a particular moment create a context in which a learning experience transpires. Science museums in particular have looked closely at the ways in which mediation helps to shape more fruitful learning experiences, and they have designed environments to support the learning of particular concepts or learning behaviors (Borun et al., 1998, Family learning in museums: The PISEC perspective. Philadelphia: The Franklin Institute; Humphrey, Gutwill et al., 2005, Fostering active prolonged engagement: The art of creating APE exhibits. Walnut Creek, CA: Left Coast Press).