Originating in a recent NSF conference held at the University of Michigan, this book examines the latest ideas about how children interact with objects and through that interaction acquire new understandings, attitudes, and feelings. Although museum education provides the primary setting within which object-centered learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, until now there has been little psychological research on the topic. Key features of this outstanding new book include:
*Cross-disciplinary FocusThis is the first book to examine object-centered learning using the perspectives of such diverse fields as science, history, literacy, and art.
*Museum FocusThe explosion of interest in museums of all kinds provides a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments.
VignettesIn order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting.
This volume is appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and persons directly involved in museum education.
|Publisher:||Taylor & Francis|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.00(h) x 1.10(d)|
Table of Contents
Contents: Foreword. Preface. Part I: Studying Learning With Objects in Contexts. L. Dierking, The Role of Context in Children's Learning From Objects and Experiences. S. Rowe, The Role of Objects in Active, Distributed Meaning-Making. S.G. Paris, S.E. Hapgood, Children Learning With Objects in Informal Learning Environments. E.M. Evans, M.S. Mull, D.A. Poling, The Authentic Object? A Child's-Eye View. C.O. Frost, When the Object Is Digital: Properties of Digital Surrogate Objects and Implications for Learning. D.C. Michener, I.J. Schultz, Through the Garden Gate: Objects and Informal Education for Environmental and Cultural Awareness in Arboreta and Botanic Gardens. J.V. Wertsch, Epistemological Issues About Objects. Part II: Discipline-Based Explorations of Objects. B. Piscitelli, K. Weier, Learning With, Through, and About Art: The Role of Social Interactions. R. Bain, K.M. Ellenbogen, Placing Objects Within Disciplinary Perspectives: Examples From History and Science. S.E. Hapgood, A.S. Palincsar, Fostering an Investigatory Stance: Using Text to Mediate Inquiry With Museum Objects. L.J. Rennie, T.P. McClafferty, Objects and Learning: Understanding Young Children's Interaction With Science Exhibits. C.E. van Kraayenoord, S.G. Paris, Reading Objects. L. Schauble, Cloaking Objects in Epistemological Practices. Part III: Conversations About Objects. M. Borun, Object-Based Learning and Family Groups. M.A. Callanan, J.L. Jipson, M.S. Soennichsen, Maps, Globes, and Videos: Parent-Child Conversations About Representational Objects. K.A. Morrissey, Pathways Among Objects and Museum Visitors. G. Leinhardt, K. Crowley, Objects of Learning, Objects of Talk: Changing Minds in Museums. D.B. Beane, M.S. Pope, Leveling the Playing Field Through Object-Based Service Learning. S. Duensing, The Object of Experience.