Learning in Science Education Across School and Science Museums – Design and Development Work in a Multi-Professional Group

Cecilie Jahreie,Ingeborg Krange

doi:10.18261/issn1891-943x-2011-03-05

Abstract

Highlights

Today, social institutions outside schools make systematic efforts in providing learning activities
The first aspect of the discussion is linked to the question of what characterizes the different object orientations among the members in the project group
There is tension in how to design for activities that improve learning in science: should we design for interactive experiences, emotional involvement or conceptual understanding? It is not our intention to make a simplistic picture of the members’ object orientation

Summary

English abstract

The MIRACLE project aims to design and develop learning activities in science that will be used across schools and museum settings. A combination of digital technologies plays a vital role in bridging these institutional contexts. Cultural Historical Activity Theory will be used to analyse how the multi-professional project group orients to designing for science learning. We identify three contradicting orientations: experience, emotional involvement, and conceptual understanding. We discuss the implication this has for the further design work. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. Cecilie Jahreie og Ingeborg Krange | LEARNING IN SCIENCE EDUCATION ACROSS SCHOOL AND SCIENCE MUSEUMS – DESIGN AND DEVELOPMENT WORK IN A MULTI-PROFESSIONAL GROUP

Introduction

Review of science learning in schools and museums

Study descriptions

Analysing object orientations in the design and development work

Discussion and concluding remarks