Creating Connections: Museums and the Public Understanding of Current Research
Chittenden, G. Farmelo, B. Lewenstein ; pref. La pregunta central gira en torno al papel de los A name in vain? Mathematical Sciences , Physical sciences , and Nature Physics.
Creating Connections : Museums and the Public Understanding of Current Research
Did Dirac predict the positron? Mathematical Sciences , Physical sciences , and Contemporary physics. Rubbing shoulders with giants more. Publication Date: Publication Name: Nature. Multidisciplinary and Nature. View on nature.
X-rays: The First Hundred Years more. When Einstein suddenly became a media superstar in November , he was widely recognized as the scientist who had made the most impact on the public since Wilhelm Rntgen. Sadly, this volume is largely mute on the issues and opportunities raised by standardized testing, despite the fact that school students are a large constituency of every science museum or centre. There is a market for the type of high-quality experiments that schools lack the time or facilities to conduct, although few science museums have invested in teaching labs.
At my own institution, we have found that teaching labs can easily generate enough income to pay for the faculty and supplies needed to run them. I agree with Rick Bonney and Don Pohlman, who say in the book that science museums can best aid formal science education by providing insight into the process of science, which may be missed in fact-driven classrooms.
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Perhaps it is time for science museums and centres to focus on providing semi-structured environments in which students can connect with the experiments that really drive science. Reprints and Permissions.
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Altmetric 0. Both the education and the policy work are tools of leverage, which ultimately contribute to better public understanding of science and technology. In the policy domain, he is interested in exploring students' attitudes to science and how school science can be made more worthwhile and engaging — particularly for those who will not continue with the study of science.
In pedagogy, his focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. However, Professor Osborne believes that much science, if not more, is learned outside the classroom and how young people learn in that environment and what it has to offer formal education is another focus of his work — he was one of the partners in the NSF funded Centre for Informal Learning and Schools —7.
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