Perspectives on Object-Centered Learning in Museums
Edited by Scott G. Paris
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Perspectives on Object-Centered Learning in Museums by Scott G. Paris
Book DescriptionOriginating 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 Focus--This is the first book to examine object-centered learning using the perspectives of such diverse fields as science, history, literacy, and art. *Museum Focus--The 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. Vignettes--In 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.
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Book DetailsISBN: 9780805839272
(229mm x 152mm x 27mm)
Imprint: Lawrence Erlbaum Associates Inc
Publisher: Lawrence Erlbaum Associates Inc
Publish Date: 13-May-2002
Country of Publication: United States
Books By Author Scott G. Paris
Children's Reading Comprehension and Assessment, Paperback (March 2005)
Originating in a CIERA conference at Michigan University, this book examines how readers understand text and how comprehension is assessed. It provides contexts for the study of reading comprehension, examines how vocabulary, motivation, and expertise influence comprehension, and analyses the developmental course and correlates of comprehension.
Becoming Reflective Students and Teachers with Portfolios and Authentic Assessment, Paperback (July 1994)» View all books by Scott G. Paris
Details how teachers can encourage students to assess their own academic progress on a daily basis and develop critical thinking and study skills in the process. This text explores how students can become reflective and self-regulated learners and presents ideas for assessment activities.
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