Perspectives on Object-centered Learning in Museums

Originating in a recent NSF conference held at the University of Michigan, this book examines ideas about how children interact with objects and through that interaction acquire new understandings, attitudes and feelings. Although museum education provides the primary setting within which object-centred learning is explored, the analyses apply to a wide range of learning enviro...

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Originating in a recent NSF conference held at the University of Michigan, this book examines ideas about how children interact with objects and through that interaction acquire new understandings, attitudes and feelings. Although museum education provides the primary setting within which object-centred learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, there has been little psychological research on the topic. The book has a cross-disciplinary focus, examining object-centred learning using the perspectives of such diverse fields as science, history, literacy and art. It also focuses on museums, as a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments. In order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting. This volume should be appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and anyone directly involved in museum education.

Contents
Foreword
Preface
Acknowledgments
List of Contributors
Part I Studying Learning with Objects in Contexts
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Contents
Foreword
Preface
Acknowledgments
List of Contributors
Part I Studying Learning with Objects in Contexts
1 The Role of Context in Children’s Learning From Objectsand Experiences--Lynn Dierking Shawn Rowe
2 The Role of Objects in Active, Distributed Meaning-Making
3 Children Learning with Objects in Informal Learning Environments--Scott G. Paris and Susanna E. Hapgood
4 The Authentic Object? A Child’s-EyeView--E. Margaret Evans, Melinda S. Mull, and
Devereaux A. Poling
5 When the Object is Digital: Properties of Digital Surrogate Objects and Implications for Learning--C. Olivia Frost
6 Through the Garden Crate: Objects and Informal Education for Environmental and Cultural Awareness in Arboreta and Botanic Gardens--David C. Michener and IngerJ Schultz James K Wertsch
7 Epistemological Issues about Objects
Part II Discipline-Based Explorations of Objects
Learning With, Through, and About Art: The Role of Social Interactions--Barbara Piscitelli and Kutrina Weier
Placing Objects Within DisciplinaryI ’erspectives: Examples From History and Science
Fostering an Investigatory Stance: IJsing Text to Mediate Inquiry with Museum Objects--Robert Rain and KirsteMn. Ellenbogen SsannE.a Hafigood andAnnemarie Sulliuan Pulincsar
Objects and Learning: UncIerstandingYoullg Children’s Intemction with Science Exhibits
LkonieJ Rennie and Terence I? McCIcifferty--Christina E. zlan Krauyenoord and Scott G. Paris Leona Schauble Reading Objects
Cloaking Objects in Epistemological Practices
Part III Conversations About Objects
14 Object-Based Learning and Family Groups
15 Maps, Globes, and Videos: Parent-Child Conversations--Mindu Rorun
About Representational Objects--Maureen A. Callanan, Jennzjier L. Jipson, and Moniku Stamnpf Soennichsen
16 I’athways Among Objects and Museum Visitors--Kristine A. Morrissgl
17 Objects of Learning, Objects of Talk: Changing Minds in Museums--Gcrea Leinhardt and Ke‘llin Croudey
18 Leveling the I’laying Field Through Object-Based--Dc)Anna Ranks n e ~ t taen d My lu Sbanue pope
19 The Object of Experience
Sully Duensing
Service Learning
Author Index
Subject Index
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