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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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Previous issue date: 2005O 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 JANEIROCOORDENAÇÃO 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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Yang, Qingshan. "The economic value of museums : a case study of the National Museum of Natural Science, Taiwan." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398953.
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Lam, Hoe-chung, and 林浩沖. "Hong Kong Life Science Museum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3198342X.
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Sousa, Lia Gomes Pinto de. "Educação e profissionalização de mulheres: trajetória científica e feminista de Bertha Lutz no Museu Nacional do Rio de Janeiro (1919-1937)." reponame:Repositório Institucional da FIOCRUZ, 2009. https://www.arca.fiocruz.br/handle/icict/3997.
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Previous issue date: 2009Esta dissertação analisa a trajetória científica da naturalista e líder feminista Bertha Maria Júlia Lutz (1894-1976) sob a ótica de gênero e ciências. Enfocamos os anos iniciais de sua carreira no Museu Nacional do Rio de Janeiro, de 1919 a 1937, onde, embora tenha ingressado no cargo de secretário (através de concurso público), já se dedicava a trabalhos em botânica e zoologia. Avaliamos sua atuação no campo educacional, pela divulgação científica de uma maneira geral e,especialmente, para as mulheres. Na instituição onde trabalhou, contribuiu para a modernização de técnicas expositivas e práticas pedagógicas para a popularização dos conhecimentos de História Natural e defendeu a participação feminina como fator importante nesse movimento educativo. As mulheres foram consideradas, em suas proposições, tanto como agentes / educadoras quanto como receptoras / educandas. Pertencendo a uma geração na qual cientistas e mulheres definiam seus papéis na sociedade, Bertha Lutz atuou pela construção de uma nova função social feminina, apoiada tanto em sua inserção científica e institucional quanto no movimento feminista do qual fazia parte. Ciência e feminismo são dimensões inseparáveis em sua trajetória podemos considerar que suas atividades feministas foram pautadas por valores compartilhados pela comunidade científica, assim como sua atuação científica foi influenciada pela causa feminina. O discurso maternalista foi uma das bases de sua militância e contribuiu, ao contrário do que afirma a bibliografia sobre essa personagem, para reformulações de uma ideologia de gênero no Brasil na primeira metade do século XX. Ao compreender Bertha Lutz inserida em seu contexto histórico, compartilhando valores presentes na comunidade científica e numa mobilização feminina já existente que buscava sua educação e profissionalização, procuramos rever a noção de excepcionalidade conferida a mulheres tidas como pioneiras .
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Iannaggi, Corina M. "Exploring Visitors’ Lived Experiences in Memorial Museums." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448829436.
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Cheung, Chi-wai, and 張志偉. "Museum of Chinese Science and Technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982712.
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Lin, Wen-Ling. "Understanding organisational change in museums : an investigation of evolving museum priorities and practices at the National Museum of Natural Science, Taiwan." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/41221.
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In this time of rapid political, economic, social and technological change, museums of all kinds face continuous pressures and demands from a variety of stakeholders. These demands are frequently competing (or at least in tension), arising from the different agendas, interests and requirements of diverse stakeholders which, in turn, raise questions around the purposes and priorities of museums. Although many literatures have contributed to the discussion around the museum’s purpose, there remains a lack of in-depth, grounded analysis that explores museums’ structures, processes, and practices and the role of individuals and broader forces for change in the making and reshaping of the organisation. In short, there has been relatively little scholarly attention given to the study of the museum as an ever-changing, dynamic and complex organisation. Drawing on organisational change studies, management theories and museum studies, this thesis seeks to understand the processes that contribute to the reshaping of the museum’s purpose, priorities and practices by staff and other agents through a qualitative investigation of change within a single institution. The aims of the research are to better understand the role of leadership in the process of change and the dynamic attitudes, values and power relations that underpin such processes. In order to explore the hidden complexities of the internal workings in the museum, this paper employs a single case study - the National Museum of Natural Science (NMNS) in Taiwan – that was investigated through an organisational ethnography approach. This thesis focuses on two main forces for change. One is the increasing influence of market forces that encourage the museum to move towards more business-like practices. The other is a growing appreciation of the social responsibility of the museum. These two predominantly external forces play out in a different ways and, at the same time, emerge as significant factors which influence the museum’s move away from traditional functions and conventional works and practices. By revealing various values, interests and power dynamics intersecting at the organisational and personal levels, the thesis aims to contribute an enhanced understanding of how and why change occurs in museums and how potentially competing interests can be negotiated.
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CAZELLI, SIBELE. "SCIENCE, CULTURE, MUSEUMS, YOUNG PEOPLE AND SCHOOLS: WHAT ARE THE RELATIONS?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7122@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRONo contexto atual, muitos autores insistem em que a promoção da cultura seja desenvolvida por uma rede de instâncias culturais. Os museus vêm ocupando lugar de destaque nesta rede. Os objetivos deste estudo estão relacionados à investigação dos efeitos de algumas características associadas aos jovens e a seu entorno, tanto familiar como escolar, nas chances de acesso a museus ou instituições culturais afins. Mais especificamente a intenção é explorar o potencial explicativo dos capitais econômico, social e cultural no aumento ou diminuição destas chances. Para a realização do estudo, um questionário contextual auto-administrado foi submetido a 2.298 alunos de 8ª série do ensino fundamental, em uma amostra probabilística de 48 escolas, municipais e particulares, situadas no município do Rio de Janeiro. O instrumento buscou investigar, de modo geral, características sociodemográficas e, de forma detalhada, o padrão de acesso a museus. Foram privilegiados aspectos que pudessem dar conta, principalmente de práticas familiares de mobilização de recursos materiais e simbólicos junto aos jovens. Como o acesso a museus está associado a ações de professores e escolas, foi elaborado um questionário contextual auto-administrado para os profissionais diretamente envolvidos com a organização de visita. A análise dos dados coletados foi baseada na aplicação de um modelo de regressão. No contexto familiar, os resultados indicam que as diferentes formas do capital cultural, combinado com o capital social entrelaçado nas relações familiares, têm particular relevância no aumento das chances de acesso a museus. No contexto escolar, o acesso às instituições museológicas possui particularidades relacionadas à rede de ensino.
At present, many authors insist that cultural promotion is to be developed by a net of institutions. Museums occupy an important place in this net. The aims of this work are related to the research of the effects of some aspects of young people and their family and school backgrounds, regarding the access to museums or similar institutions. The further aim is to explore the potential of economic, social and cultural capitals in increasing or reducing these chances. For this study, a self-administered questionnaire was submitted to 2.298 students of the 8th grade of elementary schools, comprising 48 public and private schools within the City of Rio de Janeiro. The questionnaire sought to evaluate, in general, sociodemographic characteristics and, in detail, standard access to museums. The study examines family action on using material and symbolical resources together with the students. Since access to museums involves teachers` and schools` actions, a self- administered questionnaire was made up for the staff directly responsible for the visits. Data analysis was based upon the application of a regression model. In family background, results indicate that different forms of cultural capital, together with social capital in family relations, have special importance in increasing chances of access to museums. In school background, the access to such institutions is closely related to the different school systems.
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Baillargeon, Tara Jean. "Planning, creating, and evaluating eMuseums : a step by step handbook for museum professionals." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/699.
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Ning, Dawei. "A novel wireless based architecture for museums." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27161.
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Wireless networks were first developed in the 1970s, and people's interest in them has been growing ever since. A broad range of differing capabilities is covered by wireless technologies and is oriented toward different uses and needs. In this thesis, we propose a novel application architecture based on wireless networks and designed for museums to allow visitors, especially group of visitors, to have an attractive tour experience. While current museum visiting's approaches are largely interactive but have a number of disadvantages, this application utilizes mobile devices as facilities to help visitors benefit not only from visiting a real museum environment but at the same time enriching their ability to search for additional material. Moreover, as it provides powerful functions, the application will enable visitors to establish a virtual community platform by which they will be able to communicate and share information through wireless networks.
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Valente, Maria Esther Alvarez. "Museus de ciencias e tecnologia no Brasil : uma historia da museologia entre as decadas de 1950-1970." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287022.
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Orientador: Maria Margaret LopesTese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias
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Resumo: Há uma evidência inquestionável e concreta da criação de museus de ciências e tecnologia a partir dos anos de 1980, no Brasil, e parece pouco consistente explicar a proliferação das iniciativas museológicas como um mero processo de imitação e/ou da criação voluntarista. A intenção de ir além das factualidades levou à busca de outras explicações. O objetivo central da pesquisa foi procurar compreender os momentos do processo que 'pavimentaram' o ambiente do surgimento dos projetos de museus de ciências e tecnologia efetivados a partir dos anos de 1980, no Brasil. Ou seja, entender o que explica esse surgimento que pôde ser percebido no recorte do período estudado, delimitado entre as décadas de 1950 - 1970. Nessa busca, partiu-se da hipótese de que o surgimento desses museus se daria em função de um ambiente propício para que esse fenômeno ocorresse. A análise de documentos, oriundos da área da museologia e da ciência e tecnologia, fundamentou e forneceu subsídios à construção de momentos, de ambientes e de trajetória dos museus de temática científica e tecnológica brasileiros. O presente estudo tem por finalidade contribuir para a história da museologia brasileira, com foco nos museus de ciências e tecnologia.
Abstract: Evidence of the establishment of museums of science and technology from the 1980s in Brazil is unquestionable and concrete, and it seems little consistent to explain the proliferation of museological initiatives as a mere imitation and/or voluntary creation process. The intention to go beyond the factually led to the search for other explanations. The core aim of the research was to attempt to understand the moments of the process which 'paved the way' for the appearance of the projects of museums of sciences and technology carried out from the 1980s on, in Brazil. In other words, to understand what explains this appearance that could be noticed in the period studied, limited between the decades of 1950 and 1970. In this search, the start point was the assumption that the appearance of these museums was due to a proper environment for this phenomenon to occur. The analysis of documents from the museology as well as the science and technology areas substantiated and provided support for the construction of moments, environments and trajectories of Brazilian museums of science and technology category. This study aims at contributing to the history of Brazilian museology, emphasizing museums of science and technology.
Doutorado
Doutor em Ciências
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Silva, Mauricio Candido da. "Musealização da natureza: exposições em museu de história natural como representação cultural." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/16/16133/tde-27012014-110902/.
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Uma das principais características das exposições museológicas é o seu potencial de representatividade histórico-cultural, sobretudo quando dirigimos nossa atenção aos museus de história natural dos séculos XIX e XX, período de constituição do museu público, impulsionado pelos discursos nacionalistas, civilizatórios e modernizantes. A análise de projetos expositivos desse contexto possibilita inferir que o novo modelo de museu é resultado da busca do equilíbrio entre os estudos científicos desenvolvidos através das coleções de pesquisa e as formas efetivas de instrução pública. Centenas de museus foram construídos enquanto outros reformaram suas áreas técnicas e administrativas, de forma a atender os novos parâmetros estabelecidos pelos programas museológicos, arquitetonicamente definidos como área restrita de pesquisa e área restrita da exposição pública. As exposições museológicas abertas à visitação ganharam impulso a partir de uma perspectiva objetiva. Os recursos comunicacionais, que nasceram e se desenvolveram nestes museus, reforçam o sentido da educação popular a partir da leitura do discurso expositivo presente nas narrativas polissêmicas estabelecidas nos novos espaços de consagração da ciência. O objeto museológico, o espaço museal e o público das exposições formam a base desse fenômeno moderno de comunicação. A modernidade forjada tanto pela Revolução Industrial quanto pela Revolução Francesa gerou este tipo de organização institucional que, por meio da reunião de objetos extraídos do mundo natural, como referências patrimoniais, registros documentais e testemunhos materiais, assumiu a responsabilidade pela conservação, pesquisa e difusão de uma nova visão sobre a natureza, a partir de critérios científicos. A este processo de seleção, de transferência de elementos naturais para o interior dos museus, para composição de coleções e cenários museais didáticos, foi cunhada a ideia de Musealização da Natureza. Essa proposição deve ser entendida pela abrangência do percurso da nova vida do objeto, enfocando as formas de representação do mundo natural por esta tipologia de museu, apresentando em seus sistemas comunicacionais uma natureza compartimentada, classificada e reconhecida. Com o desenvolvimento e aplicação de diferentes recursos expositivos, sobretudo os dioramas, os museus de história natural passaram a preencher as salas expositivas com uma museotecnia nascida na Europa, que ganhou forte e determinante impulso nos Estados Unidos e se difundiu por todo o mundo, inclusive no Brasil. Com a instalação de cenários de ambientes naturais, didaticamente preparados, consolidou-se no museu público uma nova forma de olhar para o mundo natural: uma forma científica. É justamente no limiar da ciência moderna, que os museus de história natural se proliferam e declaradamente passam a se preocupar com a popularização da ciência. Os processos modernos de produção econômica transformaram definitivamente a relação do homem com o mundo natural. Ao mesmo tempo, estabeleceram novas formas de vivência com a natureza, seja através de parques naturais, jardins ou mesmo pelas exposições museológicas com seus dioramas, aqui considerados como verdadeiras janelas para o mundo natural.One of the main characteristics of museum exhibitions is its potential historical and cultural representativeness, especially when we focus our attention on the museums of natural history of the 19th and 20th centuries. Those were periods of constitution of the public museum that was driven by nationalistic, civilization and modern speeches. The analysis of exhibition projects in that context makes it possible to infer that the new model of museum is the result of the search for balance between scientific studies developed through the research collections and the effective ways of public instruction. Hundreds of museums were built while others reformed their technical and administrative areas in a way they could attend the new parameters established by the museum programs that were defined as restricted area for research and restricted area for public exhibition. Museum exhibitions opened to visiting won strength based on a focused perspective. Communicational resources that had been born and had developed in those museums reinforced the sense of popular education based on the reading of the exhibition speech that were present in the multifaceted narratives established in the new spaces of consecration of science. The museum object, the museum space and the exhibition\"s public form the basis of this modern phenomenon of communication. The modernity forged by the Industrial Revolution as well as the French Revolution generated this kind of organizational institution that - by the means of reuniting objects extracted from the natural world such as heritage references, document data and material testimonies - have assumed the responsibility for the conservation, research and diffusion of a new vision about the nature based on scientific criteria. To that process of selection and transfer of natural elements to the interior of museums to form didactic museum collection and scenarios was coined the idea of Musealization of Nature. This proposition must be understood by the comprehensiveness of the path of the new life of the object focusing the ways of representing the natural world by this typology of museum and presenting in its communicational systems a compartmentalized, classified and recognized nature. With the development and application of different exhibition resources, especially the dioramas, the natural history museums began to fill the exhibition rooms with a museumtechnique born in Europe that gained strong and determining strength in the United States and had spread all over the world including Brazil. With the installation of scenarios of natural environments that were didactically prepared, a new way of looking to the natural world in the public museum were consolidated: the scientific way. It is precisely on the threshold of modern science that the museums of natural history proliferate and reportedly began to worry about the popularization of science. The modern process of economic production definitely transformed the relationship between man and natural world. At the same time thei established new ways of living the nature whether through natural parks or gardens or even through museum exhibitions with its dioramas that we consider in this research as are true windows to the natural world.
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Chan, Chi-keong Johnson. "The urban environmental park." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594941x.
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Medved, Maria Inge. "Remembering exhibits at museums of art, science, and sport, a longitudinal study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41473.pdf.
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Richardson, Anne E. "Explainers' development of science-learner identities through participation in a community of practice." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877.
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Massabki, Paulo Henrique Bernardelli. "Centros e museus de ciência e tecnologia." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/16/16133/tde-13012012-152435/.
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Os centros e museus de ciência e tecnologia foram pouco estudados sob o aspecto arquitetônico. É proposto o conceito de centro de ciência e tecnologia, cuja particularidade é ser focado na experiência e nos fenômenos, e não nos objetos. Existem instituições específicas relacionadas a esse tipo de instituições, em especial o CIMUSET / ICOM, ASTC, ECSITE e ABCMC. Os centros de ciência são protagonistas das mudanças museológicas desde seu surgimento, nos anos 1930. O equivalente da experiência estética dos museus de arte nos museus de ciência é a experiência do processo da ciência. Os objetivos dos centros de ciência são: educacional, divulgação científica, debate e participação, social, motivação, lazer, impacto urbano. Seus públicos alvos principais são famílias e escolas. A internet, a realidade virtual e outras novas tecnologias têm grande impacto nos museus. A interatividade com objetos não é condição suficiente para o aprendizado. São necessários níveis mais profundos de interatividade e interações sociais para o sucesso do aprendizado. Os modelos interativos dos centros de ciências são os equivalentes aos objetos originais nos acervos dos museus tradicionais. A mediação humana é a mais indicada forma de interlocução entre a instituição e o visitante, mas existem outras formas, impessoais, de mediação. Diversos são os recursos expográficos disponíveis para os centros de ciências. Os percursos numa exposição estão relacionados com duas organizações espaciais: linear e episódica. A idéia de museu nasceu há vários séculos, mas o museu moderno surgiu a partir do século XVIII, constituindo uma nova tipologia funcional arquitetônica. Os museus científicos podem ser divididos em três gerações. Suas origens estão associadas às exposições universais. Montaner apresenta uma classificação dos museus contemporâneos em oito posições tipológicas. Há várias visões com relação à essência da arquitetura. Para Zevi é o espaço interior. Para Frampton, é a estrutura. Lynch defende a importância da legibilidade e da imagibilidade da cidade. Os elementos marcantes contribuem para a legibilidade. Eles podem ser edifícios. Para o adequado dimensionamento de edifícios de centros de ciências é necessário o estudo de padrões de visitação. A dissertação incluiu o estudo de diversas instituições, especialmente sob o aspecto arquitetônico.The science and technology centers and museums have been little studied under an architectural point of view. This kind of institution is focused on the experience and phenomena, rather than on objects. There are specific institutions related to such museums, especially the CIMUSET / ICOM, ASTC, ECSITE and ABCMC. Since they appeared in the 1930s, the science centers are important agents of change in the museum field. The equivalent, in science museums, of the aesthetic experience of art museums is the experience of the process of science. The aims of a science center are: educational, scientific dissemination, discussion and participation, social, motivation, leisure, urban impact. Their main public is schools and families. The Internet, virtual reality and other new technologies have great impact on museums. The interactivity with objects is not a sufficient condition for learning. It takes deeper levels of interactivity and social interactions for learning to take place. Interactive models in science centers are the equivalent to the original objects in the traditional museums collections. The human mediation is the most appropriate form of dialogue between the institution and the visitor, but there are other ways. There are several ways of exhibit the collection at science centers. The routes in a museum may be linear or episodic. The idea of the museum was born several centuries ago, but the modern museum appeared in the eighteenth century, and became a new functional architectural typology. Science museums can be divided into three generations. Its origins are linked to universal expositions. Montaner presents a classification of contemporary museums in eight typologies. The essence of architecture may be the interior space, as for Zevi, or the structure, as for Frampton, or even other aspects. Lynch presents the important concepts of readability and imageability of the city. If they area considerably imageable, buildings may become landmarks. The study of patterns of visitation are required if one wants to design adequate science and technology centers and museums. The dissertation included the study of several institutions, mainly with an architectural view.
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Fosh, Lesley. "Gifting personalised trajectories in museums and galleries." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38013/.
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The designers of digital technologies for museums and galleries are increasingly interested in facilitating rich interpretations of a collection’s exhibits that can be personalised to meet the needs of a diverse range of individual visitors. However, it is commonplace to visit these settings in small groups, with friends or family. This sociality of a visit can significantly affect how visitors experience museums and their objects, but current guides can inhibit group interaction, especially when the focus is on personalisation towards individuals. This thesis develops an approach to tackling the combined challenge of fostering rich interpretation, delivering personalised content and supporting a social visit. Three studies were undertaken in three different museum and gallery settings. A visiting experience was developed for pairs of visitors to a sculpture garden, drawing upon concepts from the trajectories framework (Benford et al., 2009). Next, a study at a contemporary art gallery investigated how gift-giving could be used as a mechanism for personalisation between visitors who know each other well. Finally, the third study, at an arts and history museum, explored how gift-giving could be applied to small groups of friends and family. The thesis reports on how the approach enabled visitors to design highly personal experiences for one another and analyses how groups of visitors negotiated these experiences together in the museum visit, to reveal how this type of self-design framework for engaging audiences in a socially coherent way leads to rich, stimulating visits for the whole group and each individual member. The thesis concludes by recommending the design and gifting of museum and gallery interpretation experiences as a method for providing deeply personalised experiences, increasing visitor participation, and delivering meaningful group experiences.
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Fu, Shun Tom. "I.T. museum & E-learning Centre." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B31986420.
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Figueroa, Ana Maria Senac. "Os objetos nos museus de ciências: o papel dos modelos pedagógicos na aprendizagem." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22102012-135253/.
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Esta pesquisa teve por objetivo caracterizar o papel pedagógico dos objetos/modelos nos museus de ciências. Assim, consideramos, neste estudo, os objetos no museu que foram construídos com a intenção de favorecer as relações de ensino e de aprendizagem. Buscamos apontar o papel pedagógico dos objetos em exposições de museus, bem como caracterizar o potencial do objeto em expressar determinados produtos e processos na aprendizagem, ao ser apresentado em uma exposição de museu. Além disso, procuramos identificar aspectos relacionados aos conceitos e processos que os sujeitos são capazes de perceber, ao observar o objeto em uma exposição. A abordagem metodológica se fundamentou no referencial da pesquisa qualitativa e foi selecionado o Museu de Ciências Naturais da Pontifícia Universidade Católica de Minas Gerais. A escolha do modelo do esqueleto da preguiça gigante se justificou por tratar do objeto que, pelo seu tamanho e posição expográfica chama especialmente a atenção do público. Além disso, ele tem um papel importante no desenvolvimento de estudos de biologia e de paleontologia, bem como reúne uma gama muito grande de características importantes, o que o tornou adequado para a pesquisa. Selecionamos para a entrevista, o profissional do museu, responsável pela produção dos modelos e um dos elaboradores da exposição. Os cinco jovens convidados a participar desse estudo tinham, na época, 17 anos de idade e cursavam o 2º ano do ensino médio, em escolas privadas, localizadas na cidade de Belo Horizonte, Minas Gerais. Julgamos que a opção por jovens de um mesmo nível de escolaridade, com afinidades sociais semelhantes e que estabeleciam uma relação de amizade facilitaria a interação social, tornando a visita mais fluida e natural. Tomamos como referência os conceitos de aprendizagem em museus explicitados por alguns autores como George Hein, Falk e Dierking, Hooper-Greenhill e Scott Paris. Ainda para a fundamentação teórica da pesquisa, optamos por referenciais teóricos relativos às áreas da educação e de objetos/modelos nos museus, especialmente nos museus de ciências. Para a coleta dos dados da pesquisa, combinamos o uso de múltiplas fontes, com a finalidade de obter as informações necessárias tanto em relação às intenções do objeto pedagógico, ou seja, o modelo do esqueleto da preguiça gigante, exposto no museu escolhido, quanto às interações dos jovens em relação a esse mesmo objeto. Para a coleta de dados com os jovens, a pesquisa contou com três etapas: antes, durante e após a visita ao museu. As etapas foram gravadas em vídeo e áudio, incluindo as entrevistas. Com base nos resultados obtidos, articulamos os dados oriundos do conjunto do nosso olhar e do olhar do museu e analisamos esses dados a partir dos dois eixos relacionados às dimensões da aprendizagem: o conceitual e o processual. Analisamos, também, as interações de cada jovem com o objeto pedagógico e todo o conjunto expositivo, a partir desses eixos da aprendizagem. Percebemos que as intenções do modelo pedagógico foram, em sua maioria, compreendidas pelos jovens visitantes. Evidenciamos essas intenções a partir dos elementos que compõem os eixos analisados. As interações com os objetos nos museus promovem a possibilidade de realizar observação e descrição, de expressar conhecimento prévio, de promover discussão, criação e testagem de hipóteses. Instigam, ainda, a imaginação e a elaboração de questões. No entanto, no que se refere à formação correta de conceitos científicos, pensar a forma de apresentar os objetos, os textos e as imagens nos museus é fundamental.This study aimed to characterize the educational role of the objects / models in science museums. Thus, we consider in this study, the objects in the museum that were built with the intention of promoting relations of teaching and learning. We seek to point out the educational role of objects in museum exhibitions, as well as to characterize the potential of the object in expressing certain products and processes in learning to be presented in a museum exhibit. In addition, we sought to identify aspects related to the concepts and processes that subjects are able to perceive when observing the object in an exhibition. The methodological approach was based on the framework of qualitative research and was selected the Museum of Natural Sciences at the Catholic University of Minas Gerais. The choice of model of the skeleton of a giant sloth was because it is the object that by its size and position expographic draws the most attention. Moreover, it has an important role in the development of Biology and Paleontology studies, as well as meeting a wide range of important features, which made it suitable for this research. Museum professionals responsible for the production of models and makers of the exhibition were selected for interview. The five young people invited to participate in this study were 17 years old and currently enrolled in 2nd year of high school of a private school located in the city of Belo Horizonte, Minas Gerais, Brasil. We believe that choosing young people with the same level of schooling and affinities, of similar social levels and setting up friendship, ease social interaction, making the visit more fluid and natural. We took as reference the concepts of learning in museums, by some authors such as George Hein, Falk and Dierking, Hooper-Greenhill and Scott Paris. Even for theoretical research, we chose fields related to education and objects / models in museums, especially in science museums. To collect the survey data, we combine the use of multiple sources, in order to obtain the necessary information regarding both the pedagogical intentions of the object, i.e. the model of the skeleton of the giant sloth, exhibited in the museum chosen as the interaction of young people in relation to this same object. For data collection with young people the survey had three stages: before, during and after the museum visit. The steps were recorded on video and audio, including interviews. Based on these results, we articulated the data from the whole our eyes and look of the museum and analyzed this data from the two axes related to the dimensions of learning, the conceptual axis and the axis of procedure. We also analyze the interactions of each youth, with the object and the whole pedagogic exhibition, from learning these axes. We realize that the intentions of the pedagogical model were understood by mostly young visitors which evidence, from the elements that make up the axis of conceptual and procedural learning analyzed. The interactions with objects in museums promote the possibility of observation, description and express prior knowledge, to promote discussion, development and testing of hypotheses. They also promote imagination, prompting questions. However, with regard to the proper formation of scientific concepts, to think how to present the object, the texts and images in museums are fundamental.
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Christian, Brittany Nicole. "Improving outcomes at science museums: Blending formal and informal environments to evaluate a chemical and physical change exhibit." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1343506653.
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Baird, Elizabeth Denton. "The Use of Realia in Distance Learning from Museums." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-10292003-131544/.
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The purpose of this case study has been to examine the use of realia, or real objects, in distance learning from the North Carolina Museum of Science. In this case study, videotapes of six distance learning classes were used to observe student behaviors and use of real objects during a program from the North Carolina Museum of Natural Sciences. Additionally the students and teachers from those classes completed surveys about their experiences. Before using the objects, the students appear uncertain about the program, and disinterested. After receiving the objects, the students appear to be engaged in learning. Later when presented with a live animal that is only seen remotely, the students continue to be active participants in the program. At the conclusion of class, the students frequently identify using the realia as a significant part of class, although in the surveys completed after class, the technology was listed as the most important part. The teachers rated the hands-on materials as significant on their surveys. The use of real objects changes the student behaviors in class. The objects generate multiple forms of interactions, support student dialogue with the instructor and each other, and decrease the sense of separation experienced by the students in distance learning.
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Heider, Cynthia. "Sympathy and Science: Social Settlements and Museums Forging the Future through a Usable Past." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/512948.
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HistoryM.A.
Affiliates of the United States settlement house movement provided a historical precedent for engaged, community-centered museum practice. Their innovations upon the social survey, a key sociological data collection and data visualization tool, as well as their efforts to interpret results via innovative, culturally democratic exhibition techniques, had a contemporary impact on both museum practice and the history of social work. This impact resonates in the socially-responsive work of community museums of the recent past. The ethics of settlement methodology- including flexibility, experimentalism, empathetic practice, local community focus, and social justice activism- foreshadow the precepts and practices of what is now known as public history.
Temple University--Theses
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Junghans, Miriam Elvira. "Avis rara: a trajetória da naturalista alemã Emília Snethlage (1868-1929) no Brasil." reponame:Repositório Institucional da FIOCRUZ, 2009. https://www.arca.fiocruz.br/handle/icict/4003.
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Previous issue date: 2009A dissertação tem por objetivo analisar a trajetória científica da naturalista alemã Emília Snethlage (1868-1929), que trabalhou no Brasil a partir de 1905. Algumas características distinguem seu percurso profissional: o fato de ser mulher, de ter formação acadêmica, a grande ênfase no trabalho de campo, que realizou por toda vida e o fato de ter desenvolvido toda sua trajetória em museus de história natural, na Alemanha e no Brasil. Esta configuração singular funciona como contraponto à reflexão sobre algumas das variáveis sociais envolvidas na produção do conhecimento científico no Brasil, nas três primeiras décadas do século XX. O trabalho de campo e o trabalho de gabinete apresentam-se como instâncias complementares na legitimação do trabalho da cientista e é a partir delas que se desenvolve a análise proposta.
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Contier, Djana. "Relações entre ciência, tecnologia e sociedade em museus de ciências." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-145205/.
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Este trabalho analisa como museus de ciências no Brasil exploram as relações e as interferências mútuas entre ciência, tecnologia e sociedade, utilizando como principais referenciais a educação com enfoque ciência, tecnologia e sociedade (CTS), e a comunicação pública da ciência. A escolha da educação com enfoque CTS está relacionada à discussão sobre a importância da formação de cidadãos críticos diante das questões de ciência e tecnologia (C&T), incluindo a abordagem ciência, tecnologia, sociedade e meio ambiente (CTSA). Já a escolha da comunicação pública da ciência se dá pelo seu debate sobre a mudança na forma de participação do público nas tomadas de decisão sobre C&T. Esses dois referenciais desafiam as instituições que atuam na interface ciência e público a repensar seus objetivos e propósitos. Um questionamento ainda mais relevante, se levados em consideração o crescimento e o fortalecimento dos museus de ciências no Brasil nos últimos anos. Para este projeto, foram selecionadas e analisadas três exposições de diferentes museus de ciências nacionais: Educação Ambiental, do Museu de Ciências e Tecnologia/PUC-RS; Reprodução e genética, do Espaço Biodescoberta do Museu da Vida/Fiocruz, e Os Ciclos Biogeoquímicos e o Meio Ambiente, do Planeta Terra e a preservação ambiental da Estação Ciência/USP. Para a análise destas exposições foram construídos atributos que pudessem caracterizar uma exposição como CTS ou CTSA. Esses atributos foram divididos em três conjuntos: o primeiro refere-se aos atributos que exploram debates sociais externos à ciência; o segundo refere-se aos que exploram debates sociais internos à ciência; e o terceiro, aos que trazem debates históricos e filosóficos. Dessa forma, a análise foi conduzida identificando esses atributos nos elementos expositivos (objetos, aparatos interativos, painéis de textos, entre outros elementos cenográficos) em cada uma das exposições. Tal análise levou à reflexão de que há diferentes formas de caracterização de uma exposição como CTS ou CTSA. Uma gradação entre exposições que exploram apenas um dos atributos de maneira pontual até as que exploram todos eles; entre esses extremos, estariam aquelas que trazem apenas um atributo, mas em quase todos os elementos expositivos; exposições que trazem mais de um atributo, mas de apenas um dos conjuntos; ou ainda aquelas que abordam um número representativo deles, mas não em sua totalidade. Devido ao desafio de encontrar exposições de cunho CTS no cenário nacional, inclui-se, nesta análise, uma discussão, dirigida principalmente pelas entrevistas realizadas com os elaboradores das exposições, que fizesse emergir explicações para a baixa representatividade dessa categoria de exposições.The present dissertation analyzes how science museums in Brazil explore the relations and mutual interferences between science, technology, and society, using education focused on science, technology, and society (STS), and public communication of science as its main references. The election of STS-focused education is related to the discussion about the importance of training critical citizens to face science and technology (S&T) issues, including the science, technology, society, and environment (STSE) approach. The election of the public communication of science is related to the debate about the change in ways of public participation in S&T decisions. Those two references challenge the institutions that work on the public-science interface to reconsider their objectives and purposes. Those questions get even more relevant if the growth and strengthening of science museums in Brazil in recent years are taken into account. For this project three exhibitions from different national science museums were selected and analyzed: Educação Ambiental [Environmental education], at the Museu de Ciências e Tecnologia/PUC-RS; Reprodução e genética [Reproduction and genetics], at the Biodiscovery Space at the Museu da Vida/Fiocruz; and Os Ciclos Biogeoquímicos e o Meio Ambiente [The biogeochemical cycles and the environment], at the Planet Earth and Environment Preservation at Estação Ciência/USP. In order to analyze these exhibitions, attributes that could qualify an exhibition as STS or STSE were composed. Those attributes were divided into three sets: the first applies to the attributes related to external social science issues; the second applies to the attributes related to internal social science issues; and the third applies to the attributes related to historical and philosophical debates. In this manner, the analysis was directed by identifying those attributes in the exhibit elements (objects, interactive displays, text panels, and other scenographic elements) in each of the exhibitions. The analysis leads to the idea of different ways to classify an exhibition as STS or STSE. A range from exhibitions that explore only one attribute in a particular manner to the ones in which all attributes are explored; between those two extremes there would be those exhibitions that bring only one attribute but in almost all exhibit elements; the ones which bring some attributes but only in one set; or, still further, those which explore many attributes but not all of them. Due to the difficulty of finding STS-themed exhibitions in the national scene, a discussion driven mainly by interviews with the exhibition elaborators, aimed at finding reasons and explanations for that low representativeness, was included in the analysis.
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Godec, Spela. "Urban girls' engagement with science within lessons, class visits and family visits to science museums : interactions of gender, social class and ethnicity." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/urban-girls-engagement-with-science-within-lessons-class-visits-and-family-visits-to-science-museums(1e20146f-43c9-4aa4-b258-8fcdf0cd8b86).html.
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There are persistent gender inequalities in science participation, further stratified by social class and ethnicity. This study takes a sociological approach to examine how interacting social axes shape girls’ engagement with science within lessons, class visits and family visits to science museums. The data were collected through interviews, focus groups and observations with the girls (n=15), their parents (n=10) and their science teachers (n=4) and analysed by drawing on Bourdieu’s theory of social reproduction and Butler’s theory of gender performativity. The main contribution of this study is an in-depth understanding of the vital role that social contexts play in shaping girls’ engagement with science. This study found that ethnicity complicated the influence of working class backgrounds, in that high parental aspirations and support for science positively shaped their identification with the subject and their aspirations. Yet, there was a gendered and ethnic aspect of science capital, which challenged how they recognised and deployed their limited resources. Engagement with science was produced when their resources and dispositions aligned with expectations of a particular social context. A change in a physical setting was not enough to open up opportunities for engagement, without also a shift in norms, values and recognition. Performances of heterofemininity were mostly in tension with engagement with science in the context of the science class. The girls who behaved well and worked quietly, performing restrained heterofemininity, risked invisibility. The celebrated ways of engaging with science required confident displays of knowledge, enacted through ‘muscular intellect’. The family context provided different opportunities for the girls’ engagement with science to the science class, but these were constrained by the challenges they encountered during their science museum visits.
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Chakraborty, Anwesha <1984>. "Institutional Narratives and their Role in Communication of Science and Technology: a Study of Public Science Museums and Centres in India." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/7874/1/chakraborty_anwesha_tesi.pdf.
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This dissertation looks at the narrative of science and technology promoted by national level public institutions which work in the field of science communication and public understanding of science. Focus is on India and specifically on the National Council of Science Museums (NCSM hereafter), which is a centrally funded organization under the Ministry of Culture, Government of India. It is in charge of creating a large number of science centres around the country and also managing several of them. The organization has a clearly defined set of goals and objectives, the most prominent one of which is the ‘promotion of scientific temper’ (a recurring theme dealt with in the chapters), and is in charge of carrying out multiple programmes of public engagement with science, the details of which can be found in the annual activity reports. These constitute a part of the primary literature used in the dissertation. Interviews carried out with highly involved stakeholders (like the NCSM management), field notes gathered during museum visits and other publications of NCSM and contributions of NCSM professionals to academic discourse constitute the other primary sources.
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Sueiro, Vinicius. "Interactive Data Physicalizations : How natural science museums might engage visitors through tangible and embodied interaction." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45767.
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For thousands of years, physical objects have been used to represent data, in order to support cognition, communication and learning. Such representations, especially newly computer-supported ones, became the focus of an emerging field called data physicalization. Although most physicalizations are passive (i.e., static), a growing number of active (i.e., dynamic) representations have been recently created. There is still, however, an immense opportunity in exploring interactive data physicalizations. This thesis proposes a tangible artifact (a shovel equipped with orientation sensors) that could be used by visitors of Earth sciences museums. SuperTunnel Simulator calculates a hole through Earth, indicating where in the world visitors would end up if they dug in a certain direction. Feedback from participants indicate such embodied interaction might influence learning by igniting visitors’ curiosity and stimulating hypothesis formulation. Finally, we point to research opportunities in conveying data not through an object’s shape, but through our interaction with it.
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Rocha, Jéssica Norberto. "Museus e centros de ciências itinerantes: análise das exposições na perspectiva da alfabetização científica." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03122018-122740/.
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Os museus e centros de ciência no Brasil se encontram concentrados, em sua maioria, em grandes centros urbanos e o acesso a esses espaços ainda é restrito a apenas uma pequena parte da população. Nesse contexto, os museus e centros de ciências itinerantes ganharam força nas políticas públicas e vários deles foram criados no país nas últimas duas décadas. Por outro lado, é cada vez mais presente na literatura e nas ações desenvolvidas por esses espaços a demanda por compreender a sua contribuição para o processo de Alfabetização Científica. Diante deste panorama, esta pesquisa objetivou investigar se e como quatro museus e centros de ciências itinerantes brasileiros podem contribuir para a Alfabetização Científica de seus visitantes. Os quatro museus e centros de ciências itinerantes selecionados por sua relevância e público atingido foram: o Projeto Museu Itinerante (Promusit), do MCT-PUCRS; o Ciência Móvel Vida e Saúde para Todos, da Fiocruz; a Caravana da Ciência, da Fundação Cecierj; e o Museu Itinerante PONTO UFMG, da UFMG. A pesquisa assumiu uma abordagem prioritariamente qualitativa, mas, também, utilizou a análise quantitativa, buscando expressar em números algumas qualidades obtidas a partir da análise das experiências estudadas. Para tal, foram conduzidos os seguintes procedimentos de coleta de dados: pesquisa bibliográfica e documental, observações e descrição das exposições estudadas e entrevistas semiestruturadas com os responsáveis. Os dados obtidos foram analisados a partir da ferramenta teóricometodológica Indicadores de Alfabetização Científica adaptada de Cerati (2014) e ampliada de forma a aprofundar a caracterização das intensidades em que indicadores e atributos aparecem nas exposições. Os resultados revelam três tendências sobre como os indicadores e seus atributos são contemplados nas exposições. Assim, a primeira tendência indica que as experiências estudadas possuem, com relação ao Indicador Interação, forte potencial para a sua promoção, sendo que as interações física e estético-afetiva acontecem de forma aprofundada e a interação cognitiva de forma superficial. A segunda tendência aponta que as exposições possuem forte potencial para a promoção do Indicador Científico, privilegiando a expressão de conteúdos científicos gerais, como leis, conceitos e teorias, sobre os temas abordados, contudo, não favorecem a discussão sobre pesquisas científicas contemporâneas e em andamento e seus resultados, tampouco contribuem para fomentar discussões sobre o processo de produção do conhecimento e o papel e características dos cientistas. Por fim, a terceira tendência é relativa a possuírem pouco potencial para a promoção dos Indicadores Interface Social e Institucional e, quando o fazem, esses aparecem de forma superficial. Nas considerações finais, discutimos quatro desafios enfrentados pelos museus e centros de ciências itinerantes, sendo eles: 1) político e financeiro; 2) a divulgação científica na prática; 3) a itinerância na prática e 4) avaliação e pesquisa.Science museums and centres in Brazil are concentrated in large urban centers and the access to these places is still restricted to a small part of the population. In this context, mobile science museums and centres have gained momentum in public policy and several of them have been created in the country in the last two decades. On the other hand, it is increasingly present in the literature and in the activities developed by these places a demand to understand their contribution to the process of scientific literacy. In this way, this research aimed to investigate if and how four Brazilian mobile science museums and centres can contribute to the science literacy of their visitors. The four mobile science museums and centres selected by their relevance and public reached were: Projeto Museu Itinerante (Promusit), from MCT-PUCRS; Ciência Móvel Vida e Saúde para Todos, from Fiocruz; Caravana da Ciência, from Fundação Cecierj; and Museu Itinerante PONTO UFMG, from UFMG. The research assumed a qualitative approach, but also used a quantitative analysis, seeking to express in numbers some qualities obtained from the analysis. For this purpose, the following data collection procedures were carried out: bibliographic and documentary research, observations and description of the studied exhibitions and semi-structured interviews with those responsible for the mobile museums. The data obtained were analyzed using the theoretical and methodological framework Indicators of Science Literacy adapted from Cerati (2014) and extended in order to deepen the characterization of the intensities in which each indicator and attribute appear in the exhibitions. The results reveal three trends. The first trend indicates that the experiences studied have, with respect to the Interaction Indicator, strong potential for promoting deeply the physical and the aesthetic-affective interactions and for promoting a superficial cognitive interaction. The second trend is that the exhibitions have a strong potential for promoting the Scientific Indicator, favoring the expression of general scientific contents, such as scientific laws, concepts and theories, on the topics addressed, however, they do not favor the discussion about scientific research contemporary and in progress and their results and do not contribute to fostering discussions about the process of knowledge production and the role and characteristics of scientists. Finally, the third trend is related to their little potential for promoting the Social Interface and the Institutional Indicators. When the exhibitions promote them, they are superficial. In the final considerations, we discuss four challenges faced by mobile science museums and centres: 1) political and financial; 2) science communication in practice; 3) travelling in practice and 4) evaluation and research.
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Carvalho, Tassiana Fernanda Genzini de. "A comunicação científica em museus de ciência e o papel do mediador." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-30052012-160108/.
Full textAbstract:
Os museus existem desde a Grécia Antiga, mas apenas recentemente, principalmente a partir da metade do século XX, é que se começou a dar importância para a dimensão educativa que esses espaços podem desenvolver. Desde então, as exposições passaram a se preocupar em ressignificar os objetos expostos, pensando no conteúdo que eles podem carregar consigo. Entre a intenção dos idealizadores de uma exposição e as possíveis interpretações dos visitantes há um espaço, e cabe aos mediadores fazer a ponte entre esses dois pontos. Esses mediadores, em geral, são estudantes de graduação, que atuam muitas vezes improvisando, criando um repertório de exemplos, analogias e explicações para aproximar o conteúdo científico de uma exposição do visitante. Este trabalho analisou os mediadores da Estação Ciência (USP), quais os recursos por eles utilizados e com quais intenções eles produzem esses discursos, para então compreender o processo dessa produção na tentativa de comunicar o conhecimento científico. Buscamos nos apoiar nas teorias da Transposição Didática (Chevallard) e do Discurso Pedagógico (Bernstein), entendendo que o museu é um espaço que promove a formação de conceitos e que favorece as interações sociais capazes de promover a aprendizagem, numa referência à concepção de aprendizagem vigotskiana. Os resultados dessa análise permitiram-nos concluir que diversos discursos e saberes influenciam na construção do discurso de um mediador, no entanto, o processo de produção desse discurso mostrou-se pouco consciente e reflexivo quando se trata de comunicar algum conhecimento, e isso aponta para a necessidade de se investir na formação desses profissionais.Museums have existed since Ancient Greece, but only recently, mainly starting in the 20th century, people have begun to notice the educational dimension that can be developed inside museums. Since then, curators have been concerned about resignifying the objects exhibited, thinking about the content they carry. There is a gap between the intentions of the creators of an exhibit and the possible interpretations of the visitors, and the role of the mediators is to bridge this gap. These mediators are, in general, undergraduate students who often improvise, creating a repertory of examples, analogies and explanations to bring visitors closer to the scientific content of the exhibit. In this paper we analyze the mediators working at USP\'s Estação Ciência (The University of São Paulo\'s Science Station), the type of resources they make use of and their intentions when building their discourses, so that we can finally understand the production process of these discourses (which try to convey scientific knowledge). For that we rely on Chevallard\'s didactic transposition and Bernstein\'s pedagogic discourse theories, with the understanding that the museum is a space that fosters the building of concepts and promotes the types of social interaction that are capable of stimulating learning, referencing Vygostky\'s vision of what learning is about. The results of this analysis enabled us to conclude that several discourses and brands of knowledge can influence the production of a mediator\'s discourse; however, the production process of this discourse is only slightly conscious and deliberative when it comes to conveying knowledge. This points to the necessity of investing in the preparation of these professionals.
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Asmus, Kristin Nicole. "A system of applications for the integration of BLE Beacons in museums." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/112820.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 103-105).
There is great potential for BLE beacon technology to be incorporated into museum exhibits to provide more enriching content to visitors and gather feedback to improve the museum overall. I developed a system of three applications to accomplish these goals: one for museum staff to easily deploy and update beacons, another for visitors to engage with the supplemental material transmitted by beacons at various exhibits, and a third for museum staff to understand visitors' interactions and feedback provided by the beacons. I implemented two versions of the system according to two different beacon protocols: Eddystone-UID, which broadcasts to a dedicated mobile app; and Eddystone-URL, which broadcasts to mobile browsers via the Physical Web. Each system was tested in a real-world context through experiments hosted by the MIT Museum. I analyzed the success and potential of such systems based on observations, participant responses, and data gathered via the system during the experiments. The reliability of BLE connections remains an issue, and beacon content only appealed to a small subset of visitors; however, those who interacted with the system valued the experience highly and the MIT Museum expressed interest in providing a richer experience for these visitors.
by Kristin Nicole Asmus.
M. Eng.
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Borda, Ann Elizabeth. "The museum library : a survey of libraries in the museums and related institutions of the Greater London area, together with a study on the evolution of the museum library in England." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/1317513/.
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The central focus of the present research is a survey of libraries located in, and associated with, the museums and related institutions of the Greater London area. This investigation arises from an awareness of a general absence in the literatures of both the library and museum professions concerning the role and function of these special libraries. A first means of analysis involved an historical survey illustrating the evolution of museums and libraries in England, with particular reference to the South East. This preliminary stage in the research confirmed the historical significance of London in terms of the development of the two communities, locally and nationally, as well as providing a contextual basis from which to approach the present state and status of the museum library. A statistical survey of eighty-four museum institutions and their libraries in the Greater London area comprised the second stage of analysis. The survey population was grouped by sectors as defined, with some modification, by the official advisory body, the Museums and Galleries Commission. Five categories represented the survey sectors under examination: National, Central Government, Local Authority, University and Independent. During the 1993-94 period, data were gathered on individual institutions in each sector through the use of a designed questionnaire and in-person interviews concerning various aspects of library operation and function, namely; Administration and Staff; Finance; Collections; Catalogues; Services; and Networks. Findings suggested that broad parameters existed in what constituted a museum library, i.e., ranging from a service facility to an informal curatorial collection. Consequently, organisation of the library and its role in relation to the parent body varied accordingly. More defined roles generally corresponded to those institutions supporting libraries which were formally organised and professionally staffed. The levels of public access, collections management and services were also significantly related to the sector under which an institution was grouped. These designations indicated, for instance, that the Nationals had the most comprehensive library facilities and services, whereas smaller institutions across the remaining sectors showed considerable variation in library provision. By default, the funding arrangements specific to certain groups and/or maintaining bodies had a documented effect on the state of the museum libraries surveyed. In general, a greater number of libraries are housed in or associated with museums than described in available sources. However, their role as information partner to the museum organisation is not significant on all levels of provision, particularly as an internally networked resource for the study of respective collections and as an accessible facility for the research public. This limitation in potential may be due to its perception within both the organisation and the wider community, although insufficient allocations to the parent body and the library itself are additional factors.
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Parsons, Thad. "Science collection, exhibition, and display in public museums in Britain from World War Two through the 1960s." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:16cadaac-fb44-4edf-9063-d6ee6a9ffd09.
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Science and technology is regularly featured on radio, in newspapers, and on television, but most people only get firsthand exposure to ‘cutting-edge’ technologies in museums and other exhibitions. During this period, the Science Museum was the only permanent national presentation of science and technology. Thus, it is important to acknowledge the Museum’s history and the socio-political framework in which it operated. Understanding the delays in the Museum’s physical development is critical, as is understanding the gradual changes in the Museum’s educational provision, audience, and purpose. While the Museum was the main national exhibition space, the Festival of Britain in 1951 also provided a platform for the presentation of science and technology and was a statement of Britain’s place within the new post-War world. Specifically, within its narrative, the Festival addressed the relationship between the arts and the sciences and the influence of science and technology on daily life. Another example of the presentation of science was the quest for a planetarium in London - a story that involves the Science Museum, entrepreneurs, and Madame Tussauds. Comparing the Museum’s efforts with successful planetarium schemes isolates several of the Museum’s weaknesses - for example, the lack of consistent leadership and the lack of administrative and financial freedom - that are touched on throughout the work. Since most of this history is unknown, this work provides a fundamental basis for understanding the Museum’s current position, for making connections and comparisons that can apply to similar problems at other institutions, and for learning lessons from the struggles that can, in turn, be applied to other institutions.
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Anderson, David. "The development of science concepts emergent from science museum and post-visit activity experiences : students' construction of knowledge." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36601/1/David_Anderson_Thesis.pdf.
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This research investigated students' construction of knowledge about the topics of magnetism and electricity emergent from a visit to an interactive science centre and subsequent classroom-based activities linked to the science centre exhibits. The significance of this study is that it analyses critically an aspect of school visits to informal learning centres that has been neglected by researchers in the past, namely the influence of post-visit activities in the classroom on subsequent learning and knowledge construction. Employing an interpretive methodology, the study focused on three areas of endeavour. Firstly, the establishment of a set of principles for the development of post-visit activities, from a constructivist framework, to facilitate students' learning of science. Secondly, to describe and interpret students' scientific understandings : prior t o a visit t o a science museum; following a visit t o a science museum; and following post-visit activities that were related to their museum experiences. Finally, to describe and interpret the ways in which students constructed their understandings: prior to a visit to a science museum; following a visit to a science museum; and following post-visit activities directly related to their museum experiences. The study was designed and implemented in three stages: 1) identification and establishment of the principles for design and evaluation of post-visit activities; 2) a pilot study of specific post-visit activities and data gathering strategies related to student construction of knowledge; and 3) interpretation of students' construction of knowledge from a visit to a science museum and subsequent completion of post-visit activities, which constituted the main study. Twelve students were selected from a year 7 class to participate in the study. This study provides evidence that the series of post-visit activities, related to the museum experiences, resulted in students constructing and reconstructing their personal knowledge of science concepts and principles represented in the science museum exhibits, sometimes towards the accepted scientific understanding and sometimes in different and surprising ways. Findings demonstrate the interrelationships between learning that occurs at school, at home and in informal learning settings. The study also underscores for teachers and staff of science museums and similar centres the importance of planning pre- and post-visit activities, not only to support the development of scientific conceptions, but also to detect and respond to alternative conceptions that may be produced or strengthened during a visit to an informal learning centre. Consistent with contemporary views of constructivism, the study strongly supports the views that : 1) knowledge is uniquely structured by the individual; 2) the processes of knowledge construction are gradual, incremental, and assimilative in nature; 3) changes in conceptual understanding are can be interpreted in the light of prior knowledge and understanding; and 4) knowledge and understanding develop idiosyncratically, progressing and sometimes appearing to regress when compared with contemporary science. This study has implications for teachers, students, museum educators, and the science education community given the lack of research into the processes of knowledge construction in informal contexts and the roles that post-visit activities play in the overall process of learning.
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Fu, Shun Tom, and 符迅. "I.T. museum & E-learning Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986420.
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Beiers, Robin John. "Conceptions of sound before and after visiting an interactive science centre." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36481/1/36481_Beiers_1994.pdf.
Full textAbstract:
Although formal science lessons are the major instruction tool used by teachers,
there is an increasing awareness that learning science from informal sources is
also a valid tool of teaching. This thesis describes a phenomenographic study of
the conceptions of sound held by a group of twenty-seven grade 7 students.
These conceptions, or categories of description, were collected before and after a
visit to an interactive science centre. The research questions forming the aims of
the research were: What conceptions of sound do these students hold? Do these
conceptions change after a visit to an interactive science centre?
To investigate the conceptions of sound held by students, individual interviews
were undertaken prior to the visit to the science centre. The students were
interviewed a second time after their visit. Discussion at both these interviews
was based around questions and stimulus material developed by the researcher to
help students focus on the production, reflection and transmission of sound. The
transcriptions of both sets of interviews were subjected to a phenomenographic
analysis.
Categories and sub-categories of description were found for three sub-concepts of
sound - sound production, sound reflection and sound transmission. Student
conceptualisations of sound which described these three sub-concepts of sound
were found to be stimulus related. The allocation of students to these categories
and sub-categories of description was verified by an independent judge. An interjudge
reliability rate of over 90% was found for each of the three sub-concepts of
sound.
The pre-visit and post-visit categories and sub-categories of description held by
individual students in relation to each of the stimuli were examined. This
examination revealed that 26 of the 27 did change their levels of understanding of
aspects of the sub-concepts of sound.
The conceptualisations of sound identified in this group of students and the fact that after one museum visit most students in the study exhibited some change in a
scientifically more acceptable direction have implications for teachers, curriculum
planners and museum curators. These implications and possible directions for
further research are discussed.
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Martell, Sandra Toro. "The good field trip : how elementary students from diverse socio-economic backgrouds learn science, art, and technology at a museum /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7832.
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Braga, Maria do Rosário de Assumpção. "Relações entre arte e ciência em museus e centros de ciência." reponame:Repositório Institucional da FIOCRUZ, 2004. https://www.arca.fiocruz.br/handle/icict/6135.
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Previous issue date: 2004Esta dissertação procura ser um estudo exploratório das características das Relações entre Arte e Ciência nos Centros e Museus de Ciência entre os anos de 1969 e 2000. Com o estudo percebeu-se a recorrência de três tipos de relação, independente da manifestação artística concretizada nestes espaços: uma relação de apoio estético, ilustração ou informação, que foi denominada neste trabalho Relação com a Arte Exposta ou Apresentada , uma relação de utilização ou suporte, aqui denominada Arte como Suporte de Conteúdos Científicos e uma relação de troca, complementaridade, aqui denominada Arte e Ciência como propositoras/provocadoras de experiências . O referencial teórico foi o trabalho de Pierre Bourdieu (1930-2003), desde o momento em que foi necessário delimitar o objeto a ser pesquisado, quando nos vimos frente à opção de estudar mais extensivamente o conjunto dos elementos pertinentes do objeto construído . Neste trabalho, nos guiamos pelo que Bourdieu denomina de espaço dos possíveis , a definição de um sistema de coordenadas que situe e relacione os agentes/atores envolvidos nas práticas e reflexões que relacionam Arte e Ciência no espaço do Museu ou Centro de Ciência no período mencionado. O modo de pensar relacional de Bourdieu, se dá a partir da formação de campos. Neste trabalho estaremos enfocando o campo artístico e o campo científico. São propostas algumas razões para a existência destas categorias, resultado da análise bibliográfica sobre os temas Arte, Ciência e a construção de suas relações. Enfocamos ainda o tema Museu enquanto instituição frente às mudanças histórico-sociais e ao surgimento dos Centros de Ciência,procurando identificar as interações existentes que potencializam a prática e reflexão da Arte nos espaços de memória e divulgação da Ciência. Para complementar a análise bibliográfica, foi efetuada uma dinâmica de escuta de atores/agentes dos campos relacionados ao tema, focada nas instituições ligadas à quatro associações de museus: a ABCMC, a Red POP, a ASTC e o ICOM.
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Ngcoza, Kenneth Mlungisi. "Promoting learning in science: a case study of the appropriateness and implications of group work." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003601.
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This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
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Chan, Chi-keong Johnson, and 陳志強. "The urban environmental park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982268.
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Lima, Barbosa Adriana de 1979. "Museus e centros de ciência : gestão, educação e sociedade - Catavento, Sabina e Museu Exploratório de Ciências." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/271169.
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Orientador: Maria das Graças Conde CaldasDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O interesse crescente pela Ciência revela a importância das instituições museais de Ciência e Tecnologia por suas características educacionais, motivacionais e lúdicas. Nos últimos dez anos, se observa a ampliação da produção científica brasileira e sua projeção no cenário internacional. Esta realidade vem se refletindo na formulação de políticas públicas nacionais para a área de CT&I, com importantes reflexos na academia e no setor privado, embora em menor grau. No âmbito da formação da cultura científica, verifica-se, porém, um real, mas tímido crescimento de iniciativas museológicas dinâmicas (hands on), com o intuito de atrair e despertar o interesse da CT&I na sociedade, em especial, crianças e adolescentes. Embora o discurso nacional aponte para o potencial estratégico da CT&I para o desenvolvimento do país, a educação científica e tecnológica ainda deixa muito a desejar, como pode ser constatado pelos resultados negativos de pesquisas internacionais e nacionais nas áreas de Ciências, Matemática e Leitura (PISA, 2012 e Prova ABC, 2012). Qual seria, portanto, a contribuição dos centros e museus de ciência na educação científica brasileira; suas características e atuação para a formação de uma cultura científica nacional? Como acontecem os processos de criação e de gestão dessas instituições e de que forma elas se articulam com as políticas públicas municipais? Para melhor compreender essas dinâmicas e a interface das instituições museais com os setores educativo, político, administrativo e social, esta pesquisa examina três diferentes propostas de museus, considerando seus aspectos educativos e lúdicos, assim como a natureza administrativa-financeira. Trata-se de um estudo de caso múltiplo (YIN, 2005), de natureza qualitativa. As instituições selecionadas estão localizadas no Estado de São Paulo, polo científico brasileiro que mais concentra recursos e pesquisas. São elas: Catavento Cultural (vinculação estadual, localizado em São Paulo capital), Sabina Escola Parque do Conhecimento (municipal, em Santo André) e Museu Exploratório de Ciências (universitário-Unicamp, em Campinas). Resultados da pesquisa apontam a necessidade de melhoria na gestão administrativa e financeira; a importância relativa dos museus na educação científica; a baixa diversidade de ações pedagógicas junto ao público e aos professores; a baixa exploração dos museus como equipamentos públicos integrados às cidades; e a dificuldade em promover a acessibilidade em todas as suas formas. Por outro lado, constatou-se, grande nível de aprovação do público por estes espaços de educação não formal
Abstract: The increasing interest for Science reveals the importance of museal institutions in Science and Technology for their educational, motivational and recreational traits. There has been a visible increase in Brazilian scientific production within the last ten years and, with it, the country¿s international projection in this sector. This reality has been reflected in the making of national public policy to ST&I, with important reflexes on academia and, to a narrower extent, on the private sector. Within the scope of a scientific culture formation, it can be attested, however, a real, though timid, growth of dynamic (hands-on) museum-driven initiatives, aiming to attract and stimulate interest in ST&I in society, and, in special, in children and teenagers. Even though the national discourse points towards the strategic potential of ST&I for the development of the country, science and technology education still has a lot to improve, as it can be observed by the negative results of national and international tests within the areas of Science, Mathematics and Reading (PISA, 2012 and Prova ABC, 2012). What would, then, be the contribution of science centers and museums to Brazilian science education, its characteristics and action towards a formation of a national scientific culture? How do the processes of establishment and management of these institution come about and how do they articulate with municipal public policies? In order to be able to understand these dynamics and the interface museal institutions make with educational, political, managerial and social sectors, the present research examines three different museum propositions, considering their educational and recreational aspects, as well as of managerial-financial nature. The research is about a multiple case study (Yin, 2005), of qualitative nature. The selected institutions are located in São Paulo state, the Brazilian science hub which concentrates most of the resources and research. They are: Catavento Cultural (state-run, located in São Paulo city), Sabina School Park of Knowledge (municipal, in the city of Santo André, inland State of São Paulo) and Exploratory Museum of Science (university-run, at Unicamp, in Campinas). Results of the research show the need of improvement in managerial and financial areas; the relative importance of museums in science education; the narrow diversity of pedagogical actions with the public and teachers; the low usage of museums as public tools, integrated to the cities; and the difficulty in promoting accessibility in all its forms. On the other hand, it was possible to see a considerable level of approval of these non-formal education spaces by the public
Mestrado
Divulgação Científica e Cultural
Mestra em Divulgação Científica e Cultural
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Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.
Full textAbstract:
Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.