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| Id | 736 | |
| Author | Rahm J. | |
| Title | Multiple Modes of Meaning-Making in a Science Center | |
| Reference | Rahm J.; Multiple Modes of Meaning-Making in a Science Center ;Science Education vol:88 issue: 2 page:223.0 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-2142649146&doi=10.1002%2fsce.10117&partnerID=40&md5=3f317148aa65b002c68ef696ca0c5254 |
| Abstract | In this paper, I address some of the unique challenges of studies of learning in museums through a microanalytic case study of meaning-making among a group of youth and a curator. Through an examination of youths forms of participation in one exhibit, I illustrate local meaning making achieved through multiple modalities - by doing, talking, and the manipulation of the exhibit. In turn, I show how multiple on-going dialogues come to interact and constitute talk and action at the science exhibit underlining the idiosyncratic nature of meaning-making. While the dialogue examined in this paper may be considered as a rather unremarkable event in terms of learning, it underlines that the study of meaning-making entails a focus on more than mere conversations in situ in that verbal and nonverbal interactions need to be considered simultaneously. Furthermore, the analysis suggests that museums may be best seen as one among many resources for science literacy development whose impact can only be understood through an assessment of learning trajectories over time and across space. Suggestions are made for museum design and future studies of learning in consideration of the issues raised. © 2004 Wiley Periodicals, Inc. |
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| Such studies would also help clarify the methodological challenges inherent in studies of learning trajectories and facilitate an expansion of research methods needed to address the much more complex questions such notions of learning pose. . | Through such sustained opportunities of involvement in the museum, they were able to develop not only a deeper understanding of the science embedded in the exhibits, but also came to realize their potential as learners in a general sense. . | When thinking of museum design, there is a clear need to develop museums and exhibits that support engagement in them over longer periods of time, which then makes possible the use of the tool-kit for meaning-making. . |
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