Thematische Bibliographien / Science museums

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Auswahl der wissenschaftlichen Literatur zum Thema „Science museums“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Juli 2024

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Zeitschriftenartikel zum Thema "Science museums"

Ferraro, José Luís Schifino, Adam Goldwater, Caroline McDonald, Melissa Guerra Simões Pires, Janet Stott, Jessica A. Suess und M. Paul Smith. „Connecting Museums: a case study in leadership, innovation and education in university science museums leading internationalisation projects“. Educação 42, Nr. 1 (06.05.2019): 77. http://dx.doi.org/10.15448/1981-2582.2019.1.29526.

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This article reports on Connecting Museums: leadership, innovation and education in Science Museums, an international conference involving three university museums: Museu de Ciências e Tecnologia da Pontifícia Universidade Católica do Rio Grande do Sul (MCT-PUCRS), the Great North Museum: Hancock (GNM), at Newcastle University (NU), and the Oxford University Museum of Natural History (OUMNH). The partnership started with a project to develop a joint exhibition on the theme of evolution organised by MCT-PUCRS and GNM, supported by the British Council’s Newton Fund (Institutional Skills 2016). The two museums shared the project at the UK University Museums Group (UMG) conference in 2016, where it came to the attention of colleagues at OUMNH. Following the UMG conference, the leadership and education teams of the three museums opened a dialogue to exchange knowledge and experience on leadership, innovation and education in science museums. This culminated in the first Connecting Museums conference in Porto Alegre, Brazil in October 2017. The conference was attended by 81 professionals, researchers, undergraduate and graduate students with interests in museology, the natural sciences and related areas. *** Connecting Museums: um estudo de caso sobre liderança, inovação e educação em museus de ciências universitários liderando projetos de internacionalização ***Este artigo constitui-se de um relato sobre o Connecting Museums: liderança, inovação e educação em Museus de Ciências, uma conferência internacional envolvendo três museus universitários: o Museu de Ciências e Tecnologia da Pontifícia Universidade Católica do Rio Grande do Sul (MCT-PUCRS), o Great North Museum: Hancock (GNM), da Newcastle University (NU) e o Oxford University Museum of Natural History (OUMNH). A parceria entre as instituições iniciou-se a partir de um projeto para o desenvolvimento de uma exposição conjunta, organizada pelo MCT-PUCRS e pelo GNM financiada pelo Newton Fund por meio do edital Institutional Skills 2016 promovido pelo British Council. Os dois museus apresentaram o projeto na conferência do University Museum Group (UMG) em 2016 no Reino Unido, despertando a atenção de colegas do OUMNH. Após a conferência, as equipes de gestão e de educação dos três museus iniciaram um diálogo que culminou na troca de conhecimentos e experiências nas áreas de liderança, inovação e educação em museus de ciências. Este diálogo resultou na primeira edição da conferência Connecting Museums em Porto Alegre, Brasil, em outubro de 2017. Participaram do evento 81 profissionais, entre pesquisadores e alunos de graduação e pós-graduação, cujo interesse estava relacionado à museologia, ciências naturais e áreas correlatas.Palavras-chave: Museus de ciência. Liderança. Inovação. Educação em ciências. Internacionalização.

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LIVEROVSKAYA, Tatyana, und Marina PIKULENKO. „SCIENCE AND SOCIETY INTERACTION IN NATURAL SCIENCE MUSEUMS IN USA“. LIFE OF THE EARTH 42, Nr. 4 (25.11.2020): 451–64. http://dx.doi.org/10.29003/m1774.0514-7468.2020_42_4/451-464.

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Currently, modern museums activity has not only common trends but features connected with national, social and state development. Using the example of the two oldest museums in Texas and Colorado (Museum of Natural Sciences in Houston, Texas, Museum of Natural History of the University of Colorado in Boulder, Colorado), the authors analyze the characteristic features of USA natural science museums formation as cultural and educational centers. The development of the American museum concept as a multifaceted processes of interaction integrator between scientific organizations with the widest segments of the population is also analyzed. The results of the museums work are summarized, features of their activity and emergence are emphasized. It allows Russian museum workers to adapt and apply the foreign experience under domestic conditions.

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Falk, John H., und Martin Storksdieck. „Learning science from museums“. História, Ciências, Saúde-Manguinhos 12, suppl (2005): 117–43. http://dx.doi.org/10.1590/s0104-59702005000400007.

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This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is different than learning in any other setting. The contextual model of learning provides a way to organize the myriad specifics and details that give richness and authenticity to the museum learning process while still allowing a holistic picture of visitor learning. The results of a recent research investigation are used to show how this model elucidates the complex nature of science learning from museums. This study demonstrates that learning from museums can be meaningfully analyzed and described. The article concludes by stating that only by appreciating and accounting for the full complexities of the museum experience will a useful understanding of how and what visitors learn from science museums emerge.

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Figueiró, Belisa. „Museus e ciência: revisão dos estudos históricos e das instituições na Espanha“. Transições 1, Nr. 2 (14.12.2020): 195–214. http://dx.doi.org/10.56344/2675-4398.v1n2a202010.

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Este artigo propõe uma análise dos estudos históricos de pesquisadores espanhóis sobre a criação dos museus científicos na Espanha. Como método, aplica a revisão bibliográfica dos trabalhos publicados pela revista Arbor, os quais examinam o papel da ciência e da tecnologia não apenas no propósito de instauração das próprias instituições, mas também na restauração de obras e peças museológicas, com especial atenção ao Museu de Ciência e Tecnologia de Madri e ao Instituto San Isidro. Da mesma forma, este texto aborda a interação entre o público e os museus espanhóis, reconhecendo a perspectiva da museologia crítica como uma possibilidade de aproximação entre as escolas, os visitantes e os museus. Abstract: This article analyzes the historical studies of Spanish researchers on the creation of science museums in Spain. As a method, it applies the bibliographic review of the works published by Arbor scientific journal, which examine the role of science and technology not only in the purpose of establishing this kind of institutions, but also in the restoration of works and museum pieces, with special attention on the National Museum of Science and Technology (Madrid) and San Isidro Institute. Likewise, this text talks about the interaction between the museums and its audience, recognizing the critical museology perspective as a possibility of bringing schools, visitors and museums together. Keywords: Science museums. Critical museology. Spain. Restoration. History.

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Ilyina, Irina Ye, Irina N. Vasilieva, Tatiana P. Rebrova und Dmitry S. Pokrovsky. „Adaptation of International Experience of Creation of Science Popularization Centers to Russian Realities“. REGIONOLOGY 30, Nr. 3 (30.09.2022): 673–97. http://dx.doi.org/10.15507/2413-1407.120.030.202203.673-697.

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Introduction. In 2021, within the framework of the Year of Science and Technology announced in Russia, the work related to the popularization of Russian science and technology plays an important role. Noticeable shifts in the field of science popularization require the selection of new forms and methods of knowledge dissemination. Interactive scientific museums and science popularization centers are called upon to play a significant role in this field. For now, a system of indicators has been developed, but it does not fully meet requirements that should be applied to the science popularization objects. The main purpose of the article is to analyze the functioning of science and technology museums, museums of natural sciences and science popularization centers in Russia and in foreign countries and, based on the study of approaches to the effectiveness of their activities, to develop approaches and tools for popularization of scientific knowledge in Russia through creation of science popularization centers and knowledge quarters. Materials and Methods. Based on the reviewed forms and methods for organization of museum functioning in China, the USA, France, Great Britain, Canada, Germany, Italy and New Zealand the museum and science popularization center (SPC) activity analysis has been conducted to understand such indicators of their activities as funding, management documents in museum functioning, criteria and procedure for museum functioning assessment, etc. This has given us the possibility to discover common features and peculiarities of museum standards of these countries. Also, primary criteria and institutions for assessment of museums and science popularization centers in Russia have been determined. Through utilization of their activity assessment documents the outstanding centers and museums of Russia have been shown, the map of museums of natural sciences and science and technology museums of our country has been developed, the recommendations to increase their activity have been prepared. Based on the method of structural analysis and synthesis, the data have been studied and summarized, which allowed creating a model as a conceptual representation of the knowledge quarter functioning, predicting new approaches and tools for popularization of science in Russia. The identified approaches in the activities of Russian and foreign museums and popularization centers have been taken into account conceptually when forming proposals for improving popularization activities in Russia. Results. With the help of the conceptual construct used to characterize museums of natural sciences, science and technology museums and science popularization centers, the basic criteria for evaluating a science popularization center in Russia have been outlined; the specifics of foreign experience that can be useful in assessing the effectiveness of an SPC in Russia has been shown; the measures have been proposed to introduce knowledge quarters as an innovative approach to popularize science in the country. Discussion and Conclusion. The work of a science popularization center should be organized at each world-class scientific and educational center and at each world-class scientific center. When implementing the new strategic academic leadership program “Priority 2030”, it is recommended to take into account the need to integrate the activities of leading universities with the activities of an SPC. The creation of a partnership of organizations based on the conceptual novel approaches for functioning of knowledge quarters working in the field of science, education and business, which are geographically located in close proximity to each other, will contribute to ensuring the influx of talented young people into science and will allow the state and society to more effectively solve the tasks of implementing state policy in the field of science, technology and innovation in the future.

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Sabloff, J. A. „MUSEUMS: Whither the Museum?“ Science 298, Nr. 5594 (25.10.2002): 755–56. http://dx.doi.org/10.1126/science.1074068.

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Norberto Rocha, Jessica, und Martha Marandino. „Mobile science museums and centres and their history in the public communication of science“. Journal of Science Communication 16, Nr. 03 (20.07.2017): A04. http://dx.doi.org/10.22323/2.16030204.

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In this paper, we identify some milestones in the construction process for mobile science museums and centres in Brazil. As background for presenting the Brazilian context, we initially address the records found on the earliest travelling museum exhibitions and mobile museums in Europe and North America. We then introduce the role of UNESCO in the promotion and implementation of travelling science exhibitions and museums in several countries. Finally, we document important events in the history of mobile science museum and centres in Brazil and outline three general and inter-related challenges currently faced by them.

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Liverovskaya, Tatyana, und Marina Pikulenko. „THE CALIFORNIA ACADEMY OF SCIENCES AS A PRIME EXAMPLE OF THE AMERICAN MUSEUM“. LIFE OF THE EARTH 43, Nr. 2 (08.06.2021): 202–16. http://dx.doi.org/10.29003/m2026.0514-7468.2020_43_2/202-216.

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The article is dedicated to one of the largest museum centers of natural history in the world - the California Academy of Sciences (San Francisco, USA), which is, since its founding in 1853, both a research and scientific and educational organization. The California Academy of Sciences, in its current version, presents a prime example of the development of basic museum’s concepts in USA: guardianship, corporate museum, museum communication, achieving the goals of sustainable development of society, the involvement in science the population on the basis of the system “STEM-education” (Science, Technology, Engineering Mathematics). The article analyzes the history and modern activities of the museum in terms of exhibition features, scientific and educational practice. Architectural, artistic and engineering solutions, features of internal infrastructure, themes, content and design of the exhibition complex reflect the stated national mission to "explore, explain and sustain"), in accordance with the implementation of the declared environmental concept of sustainable development (fighting global climate warming, the development of technologies of energy conservation, cleanliness and waste of production, etc.). On the basis of our own museum observations, analysis of literary data, we can conclude that museums as social institutions and interactive technologies used in the educational process are most suitable for the task of introducing the widest range of citizens to science and culture. The example of the California Academy of Sciences provides important guidelines for the development of museums in our country.

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Yoshimura, Yuji, Anne Krebs und Carlo Ratti. „Network science for museums“. PLOS ONE 19, Nr. 3 (29.03.2024): e0300957. http://dx.doi.org/10.1371/journal.pone.0300957.

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This paper introduces network science to museum studies. The spatial structure of the museum and the exhibit display largely determine what visitors see and in which order, thereby shaping their visit experience. Despite the importance of spatial properties in museum studies, few scientific tools have been developed to analyze and compare the results across museums. This paper introduces the six habitually used network science indices and assesses their applicability to museum studies. Network science is an empirical research field that focuses on analyzing the relationships between components in an attempt to understand how individual behaviors can be converted into collective behaviors. By taking the museum and the visitors as the network, this methodology could reveal unknown aspects of museum functions and visitor behavior, which could enhance exhibition knowledge and lead to better methods for creating museum narratives along the routes.

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Platonova, Maria. „The Museums of Science and Technology: From a Collection of Technical Innovations to Historico-Technical Collections“. Voprosy istorii estestvoznaniia i tekhniki 44, Nr. 1 (2023): 152. http://dx.doi.org/10.31857/s020596060024500-2.

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The emergence of the museums of science and technology is associated with many factors such as the Industrial Revolution, the interest in collecting, and society’s demand for education and training. As a rule, museums were created based on already assembled collections or by organizing major exhibitions in order to collect relevant objects. The article discusses the history and goals of establishing two largest science and technology museums in Europe, the Kensington Museum (Science Museum) in London and the Conservatoire national des arts et métiers in Paris, and the Polytechnic Museum in Moscow, whose creation was influenced by the aforementioned European museums. The article also analyzes the shifts in the composition of collections in these three museums, depending on their maturity, and shifts in the attitude towards “aging” items. Based on museum catalogs and other published sources, the development of museum collections is traced from the predominance of new technologies to the formation of historico-technical collections.

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Dissertationen zum Thema "Science museums"

Dailey, Taren Laine. „Museums in the Age of Neoliberalism: A Multi-Sited Analysis of Science and Health Museums“. unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12032006-111240/.

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Thesis (M.A.)--Georgia State University, 2006.
Title from title screen. Emanuela Guano, committee chair; Cassandra White, Kathryn Kozaitis, committee members. Electronic text (80 p.) : digital, PDF file. Description based on contents viewed May 3, 2007. Includes bibliographical references. Includes bibliographical references (p. 73-76).

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Dyehouse, Jeremiah. „Science Fiction : Rhetoric, Authenticity, Textuality and the Museum of Jurassic Technology“. Oberlin College Honors Theses / OhioLINK, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1509374752516486.

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Cheung, Chi-wai. „Museum of Chinese Science and Technology“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25951609.

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Thesis (M. Arch.)--University of Hong Kong, 1996.
Includes special report study entitled: Relationship between man and nature in Chinese traditional architecture. Includes bibliographical references.

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Lam, Hoe-chung. „Hong Kong Life Science Museum“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25956152.

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Chang, Chingfang. „Laboratory interactivity : the rethinking of science museums“. Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/6398/.

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Yamsaengsung, Uraivan. „The Development of a Model for a Provincial Science Museum in Thailand to Provide Education in Science and Technology“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278995/.

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Sanjad, Nelson Rodrigues. „A coruja de Minerva: o Museu Paraense entre o Império e a República: 1866-1907“. reponame:Repositório Institucional da FIOCRUZ, 2005. https://www.arca.fiocruz.br/handle/icict/6144.

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Made available in DSpace on 2013-01-07T15:59:30Z (GMT). No. of bitstreams: 2 license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) 17.pdf: 73521628 bytes, checksum: a8c8c4cdc58e83bc9a650c371f695541 (MD5) Previous issue date: 2005
O objetivo da tese é refletir sobre a construção institucional do Museu Paraense Emílio Goeldi entre a década de 1860, quando foi criado, e o final da gestão do zoólogo suíço Emílio Goeldi (1859-1917), em 1907. Nessa ocasião, o Museu Paraense ocupava um lugar de destaque no cenário científico brasileiro em razão da intensa produção científica que aí se verificou. Na tese são analisadas as mudanças políticas que posicionaram o Museu Paraense, após o golpe republicano de 1889, como uma das instituições estaduais prioritárias em termos de aplicação de recursos financeiros e como importante símbolo para a identidade das elites locais. A construção do museu após essa re-qualificação é estudada a partir do perfil estipulado para a instituição, do espaço construído, da equipe contratada, da agenda científica e das relações políticas locais, expressas por meio do aporte de recursos e da receptividade do diretor do museu às demandas estatais. Os resultados atestam que a proclamação da República e o conseqüente sistema federalista implantado no Brasil são marcos fundamentais para a história do Museu Paraense, uma vez que permitiram à instituição se especializar nos estudos sobre a região amazônica, que já se configurava, na segunda metade do século XIX, como fronteira econômica.
The goal of the thesis is to reflect upon the institutional construction of the Museu Paraense Emílio Goeldi (Emílio Goeldi Museum of Pará) between the decade of 1860, when it was created, and the end of turn of the Swiss zoologist Emilio Goeldi (1859-1917) as its director, in 1907. At this time, the Museu Paraense occupied a place of prominence on the Brazilian scientific scene, due to the intense scientific production that was instantiated there. In the thesis, we analyzed the political changes that placed the Museu Paraense, after the republican blow of 1889, as one of the priority state institutions in terms of application of financial resources and as important symbol for the identity of the local elites. The construction of the museum after this re-qualification is studied based on the profile stipulated for the institution, the built space, the hired staff, the scientific agenda and the relations with the local politicians, which are expressed by the allocation of resources and the willingness of the museum director to attend the state demands. The results attest that the establishment of the Republic and the consequent federalist system enforced in Brazil are essential landmarks for the history of the Museu Paraense, for they have permitted the institution to specialize in the studies on the Amazonian economic frontier.

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LIMA, ISABEL VICTORIA C. VAN DER LEY. „INTERNSHIP IN SCIENCE MUSEUMS: THE MUSEUM AS A SPACE FOR PRODUCING KNOWLEDGE AND ACADEMIC BACKGROUND“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34685@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O presente trabalho tem como objetivo caracterizar o estágio desenvolvido por alunos bolsistas em museus de ciência. Historicamente, esses espaços se consolidaram como locais de produção de conhecimento e educação. Em um primeiro momento, pretendeu-se investigar exclusivamente como a iniciação científica (IC) ocorre nesses espaços e se a formação dos bolsistas se relaciona com as demais atividades museais, como a mediação. Assim, foram levantados quais museus da cidade do Rio de Janeiro possuem bolsistas de IC e, em seguida, realizou-se entrevista com os profissionais das instituições responsáveis por esses alunos. Entretanto, a ida a campo revelou a presença de outros tipos de bolsa, como a de extensão universitária, levando, portanto, a ampliar os objetivos da investigação, ou seja, incluiu-se a análise da formação dos bolsistas em geral. Buscou-se também, a partir da aplicação de um questionário online, mapear os demais espaços museais no país que possuem alunos bolsistas. A investigação permitiu a caracterização do estágio quanto à seleção dos bolsistas, atividades desenvolvidas, apresentação dos resultados, avaliação e relação com a mediação. Para a análise das dimensões formativas na IC, estabeleceu-se um diálogo com autores como Latour, Bourdieu, Neves e Martins, e na extensão, com Freire e Paula. A análise das experiências formativas mostrou que a extensão e os museus de ciência podem ser espaços para o diálogo entre o conhecimento científico e a sociedade, onde a produção do conhecimento e a educação, em geral, caminham juntos. Além disso, a pesquisa aponta que a IC e a extensão são processos formativos que podem acontecer simultaneamente e o quanto museus de ciência parecem ser um espaço potente para que essas diferentes formações acadêmicas aconteçam em diálogo.
This work aims to characterize the internship developed by scholarship students in Science museums. Those places have been historically recognized as places of production of knowledge and education. At first, our intention was to investigate exclusively how the work of initial scientific research-training programs (IST) is developed in those spaces and if the academic background of the scholarship students has any relation to other museum activities, like mediation. Thus, we first gathered information about what museums in Rio de Janeiro had intern students who held IST scholarships and then we interviewed the professionals who were directly responsible for those students. However, the field work revealed other types of scholarships, what led us to broaden our goals, which means including the analysis of all scholarship holders. We have also tried to map others museum in the country that had scholarship students and we did that using an online questionnaire. The investigation allowed us to characterize the internship regarding the selection of the scholarship holders, the activities in which they were involved, presenting results, evaluation and how they related to the mediation. In order to perform the analysis of the academic background dimensions in the scientific initiation of grad students, we stablished a dialog with authors like Latour, Bourdieu, Neves and Martins and for the analysis of the work of extension students, we used Freire and Paula. The analysis of the academic background forming experiences showed that the university extension and the science museums can be places where the scientific knowledge and the society can dialogue, where the production of the knowledge and the education generally walk together, side by side. Besides, the research shows that the scientific initiation and the extension are academic background forming processes that can happen simultaneously, and also how much science museums can be great places where those different academic background formations can relate to each other.

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Rowlands, Mark Antony. „Using science museums to enrich and enhance primary school children's learning of science : children engaging in dialogue about museum exhibits“. Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568806.

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The research addresses issues identified in an ESRC Case studentship developed in collaboration between Manchester Metropolitan University and the Museum of Science & Industry in Manchester. The original proposal had as its central aim "informing how museums can most effectively contribute to and enhance children's learning in primary school science". A case study is presented of upper primary school groups visiting the Museum, including discussions of the Museum's schools' provision and the practices of visiting school groups. Within that broader context, a main finding is that children can and do engage in dialogue about museum exhibits in ways that are relevant to their science learning. The finding is supported by empirical evidence from a series of discussions held with 8 to lO-year-old primary school pupils who had visited the Museum. The children find the exhibits rich, interesting and comprehensible enough to be engaging topics of conversation while being sufficiently thought provoking to challenge their ideas and their ways of talking. Sociocultural theory is used as a framework for analysing the science-relevant content of what the children talked about, the patterns of discourse they used, and the identities they enacted. The theory provides a fruitful way of understanding the children's engagement in talking as the concerns, sense of purpose, identification and emotion of participation in a social practice. Implications for museum education practice are identified. Talking about exhibits consolidates and strengthens the general educational value of visits by school groups to the Museum. Suggestions are made for how Museum staff and school teachers can build on children's museum experience to enhance their scientific literacy.

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Tsai, Binghuan. „A museum of nature and science: the shaping of forms“. Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/52126.

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Structures of perfect symmetry, order, and beauty exist in both discoveries of science and objects found in natures. With careful observation and analysis, creative applications of these interesting forms can be and have been applied in many architectural structures with great success. In this project the utilization of these forms can not only bring out the purpose of this Museum of Nature and Science, but because these forms are derived from natural studies, they can also give viewers a sense of familiarity and peacefulness.
Master of Architecture

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Bücher zum Thema "Science museums"

Danilov, Victor J. America's science museums. New York: Greenwood Press, 1990.

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Area Museums Service for South Eastern England., Hrsg. Museums & primary science. London: Area Museums Service for South Eastern England, 1989.

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Sonia, Ashmore, Dalgety James und Evans Francis, Hrsg. Hands-on science: An introduction to the Bristol Exploratory. London: Duckworth, 1986.

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M, Pearce Susan, Hrsg. Exploring science in museums. London: Athlone, 1996.

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Svante, Lindqvist, Hedin Marika und Larsson Ulf 1965-, Hrsg. Museums of modern science: Nobel Symposium 112. Canton, Mass: Science History Publications/USA, 2000.

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Dinacci, Maria Liana. Dalla natura alpina al futuro globale: Il Museo delle scienze di Trento e il progetto del Renzo Piano Building Workshop. Trento: IDESIA, 2013.

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Manus, Moolman, Hrsg. Museums en omgewingsopvoeding. Pretoria: Nasionale Kultuurhistoriese Museum, 1993.

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Mary, Hill. Let's go to a science center. New York: Children's Press, 2004.

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Macdonald, Sharon. Museum visiting: A science exhibition case study. Keele, Staffordshire: Dept. of Sociology and Social Anthropology, Keele University, 1993.

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1949-, Pollock Wendy, McCormick Susan 1952- und Association of Science-Technology Centers, Hrsg. The ASTC science center survey: Exhibits report. Washington, D.C: Association of Science-Technology Centers, 1988.

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Mehr Quellen

Buchteile zum Thema "Science museums"

McManus, Paulette M. „Museums“. In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_301-2.

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McManus, Paulette M. „Museums“. In Encyclopedia of Science Education, 682–85. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_301.

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Kohout, Amy. „Museums“. In A Companion to the History of American Science, 431–43. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119072218.ch34.

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Dubin, Steven C. „Prisoners to Science: Sarah Bartmann and “Others”“. In Transforming Museums, 85–112. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1007/978-1-137-05775-4_4.

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Treadwell, Timothy. „Planetaria and Science Museums“. In The Patrick Moore Practical Astronomy Series, 19–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50002-7_2.

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Schiele, Bernard. „Science museums and centres“. In Routledge Handbook of Public Communication of Science and Technology, 53–76. 3. Aufl. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2021. http://dx.doi.org/10.4324/9781003039242-4-4.

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He, Hao, Ziyang Li, Xiandong Cheng und Jianjun Wu. „Gamified Participatory Museum Experience for Future Museums“. In Lecture Notes in Computer Science, 195–208. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23538-3_15.

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Plakitsi, Katerina. „Teaching Science in Science Museums and Science Centers“. In Activity Theory in Formal and Informal Science Education, 27–56. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4_3.

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Boyle, Alison. „Communicating Science in Museums and Science Centres“. In Introducing Science Communication, 154–73. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-19224-0_8.

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van der Weiden, Wim. „Heureka, the Finnish Science Centre“. In Revisiting Museums of Influence, 57–60. Abingdon, Oxon ; New York : Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003003977-10.

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Konferenzberichte zum Thema "Science museums"

Potyrala, Katarzyna, Karolina Czerwiec und Renata Stasko. „NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY“. In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.

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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.

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Navas Iannini, Ana Maria. „Museum Professionals' Perspectives: Controversy in Science Museums, a Changing Landscape“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436853.

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Lelingou, Dimitra, Benedek Varga, Katalin Czár, Seema Sircar, Allan Paterson, Lilian Lindsay, Andy Watson, Christopher Croly, Angelos Angelopoulos und Takis Fildisis. „Exploring “Science As Culture” Through The European Science Museums Astronomy And Museum Education“. In ORGANIZED BY THE HELLENIC PHYSICAL SOCIETY WITH THE COOPERATION OF THE PHYSICS DEPARTMENTS OF GREEK UNIVERSITIES: 7th International Conference of the Balkan Physical Union. AIP, 2010. http://dx.doi.org/10.1063/1.3322354.

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Katzman, William. „The Complexivist Museum: Tinkering With Conditions to Cause Emergence in Science Museums“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445348.

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Shelegina, Olga N. „MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference“. In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, herausgegeben von Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.

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Kuhn, Alex, Clara Cahill, Chris Quintana und Elliot Soloway. „Scaffolding science inquiry in museums with Zydeco“. In the 28th of the international conference extended abstracts. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1753846.1753987.

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Mažeikienė, Natalija, Odeta Norkutė und Ilona Tandzegolskienė. „LOOKING FOR EDUTAINMENT AT LITHUANIAN SCIENCE MUSEUMS“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1373.

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Wunar, Bryan, und Nicole Kowrach. „MUSEUMS AS A CATALYST FOR ADVANCING SCIENCE EDUCATION“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0619.

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Knipfer, Kristin. „Knowledge acquisition and opinion formation at science museums“. In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599764.

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Navas Iannini, Ana Maria. „On the Roles of Controversy in Science Museums“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580971.

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Berichte der Organisationen zum Thema "Science museums"

Castellanos Pineda, P., J. Sprünker Cardó und G. Munilla Cabrillana. Immigrants and science museums in times of crisis. Preliminary study in two museums in Barcelona. Revista Latina de Comunicación Social, Juni 2016. http://dx.doi.org/10.4185/rlcs-2016-1110en.

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Mattson, Mary Pat, und Rachel Guinn. Chicago Museum of Science and Industry Smart Home. Landscape Architecture Foundation, 2013. http://dx.doi.org/10.31353/cs0570.

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Strohmeyer, Wendy J. 'Bradbury Science Museum Collections Inventory Photos Disc #4. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1226142.

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Strohmeyer, Wendy J. Bradbury Science Museum Collections Inventory Photos Disc #5. Office of Scientific and Technical Information (OSTI), Mai 2016. http://dx.doi.org/10.2172/1254933.

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Shubinski, R. [Energy education exhibits for Insights El Paso Science Museum]. Office of Scientific and Technical Information (OSTI), Mai 1998. http://dx.doi.org/10.2172/639730.

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Deck, Linda Theresa. Bradbury science museum: your window to Los Alamos National Laboratory. Office of Scientific and Technical Information (OSTI), März 2009. http://dx.doi.org/10.2172/1172211.

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Monger, J. W. H., und L. C. Struik. Science teacher's geology field trip: Britannia Mining Museum to Vancouver. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2007. http://dx.doi.org/10.4095/223758.

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Samper, Cristián. Cultural Ecology in the Americas. Inter-American Development Bank, Dezember 2003. http://dx.doi.org/10.18235/0007950.

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Ramos, Octavio. Station 8: Environmental & Engineering Tests Nuclear Weapons Exhibit for the Bradbury Science Museum. Office of Scientific and Technical Information (OSTI), April 2024. http://dx.doi.org/10.2172/2340851.

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Reif, R. J., und C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), November 1998. http://dx.doi.org/10.2172/674612.

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