By Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)
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Additional info for Activity Theory in Formal and Informal Science Education
2003; Collins, 1999). Only by appreciating, and accounting for the true complexities of the museum experience will improved facilitation and understanding of learning from museums emerge. (Falk & Storksdieck, 2005, p. 772) Hein (1998) proposed another model of museum learning. ) He strongly argues that the most powerful and appropriate educational theory and practice for museums is constructivism (Hein 1998). We believe the most important contribution of constructivist theory to museum education is the center of the theory, which is meaning making.
If we combine passive learning and idealism, we tend to reproduce behavioral learning based on stimulus-response schema. If we place the priority on active learning and remain anchored to realism, we tend to discover the mysteries of the world as pure scientists do. But if we combine active learning with idealism, we encounter the constructivist 41 PLAKITSI Figure 7. Modification of the model provided by G. Hein (1997) about different types of museums related to different educational theories. museum in the current sociocultural context.
J. Routledge & Kegan Paul. Piaget, J. (1972). Psychology and epistemology: Towards a theory of knowledge. London: Penguin University Books. Popper, K. (1969). Conjectures and refutations. London: Routledge, Kegan Paul. Roth, W. , & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263–291. , & Lee, Y. J. (2007). “Vygotsky’s neglected legacy:” Cultural-historical activity theory. Review of Educational Research, 77, 186–232. , & Kincheloe, J. ). (2006).