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Learning in Science Centres and Museums International symposium on

Learning in Science Centres and Museums International symposium on Advanced Technologies in Education Athens, Greece, 27th Jan 2007. Prof. Hannu SALMI Heureka, Finland ( hannu.salmi@heureka.fi ) University of Dalarna, Sweden. Museum of History of Science Old Ashmolen Building, Oxford.

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Learning in Science Centres and Museums International symposium on

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  1. Learning in Science Centres and Museums International symposium on Advanced Technologies in Education Athens, Greece, 27th Jan 2007 Prof. Hannu SALMI Heureka, Finland (hannu.salmi@heureka.fi) University of Dalarna, Sweden

  2. Museum of History of ScienceOld Ashmolen Building, Oxford

  3. Musee des Arts et Métiers (CNAM)

  4. Science, technology and education (Salmi 1993)

  5. LEARNING BY CHANCE LEARNING BY CHANCE INFORMAL LEARNING Family Museum Peer groups Library Organisations Science centre Mass media www FORMAL EDUCATION School system Special Education pre-school primary school secondary Vocational schools higher university Adult education

  6. Towards Open Learning Environment To create a meaningful combination of • programmes (laboratory, planetarium, etc.) • exhibitions • internet - www • classroom is clearly one of the main challenges of informal learning

  7. Motivation types: intrinsic • Intrinsic motivation: The basis of this motivation is a real interest in the topic studied. No other person persuades. Curiosity, exploring and problem solving are key elements of this motivation. • Typical features: * a critical and open‑minded attitude to learning * seeing the connection between isolated facts and the topic area as a whole * connection between theory and practice

  8. Case study: Career choiches (n=1019) University students of different faculties visiting science centre (%) Natural sciences 85.6% Technology 84.5% Medical science 79.1% Economics 77.6% Education 77.6% Humanities 78.3% Veterinary 68.1% Social science 85.2% Mean 79.8%

  9. Towards Open Learning Environment To create a meaningful combination of • programmes (laboratory, planetarium, etc.) • exhibitions • internet - www • classroom is clearly one of the main challenges of informal learning

  10. Experience & Education (Dewey 1938) Learning by doing pedagogical principle is often oversimplified Not a question of isolated tricks, but always part of a complete, planned learning process.

  11. Sight-seeing as a scientific method… “Sight-seeing" is a term normally used for watching something from outside. Analysis: "sight-seeing" as a scientific method from Darwin to modern high-energy physics! (Opppenheimer 1972)

  12. …and sight-seeing as a pedagogical method “Sight-seeing" used in a wrong way in the educational sense. The key factor is the opportunity for the learner to interact with the environment.

  13. Meaningful learning: components & further questions 1. Content should be meaningful for the learner * motivation 2. Learning should be arranged pedagogically in a meaningful way; according * the age of the learner *pre-knowledge and skills of the learner * logical structure of the topic to be taught

  14. Learning to observe – it is possible Curiosity and perception may be more inherent in some persons than others, but they can be encouraged and developed. However, making observations demands careful work in laboratory

  15. Teaching to make observations is possible Training to make and record observations includes as well unexpected as expected results. No “correct” or “incorrect” answers.

  16. Learning to discover – not a myth Discovery consists of seeing what everybody has seen and thinking what nobody has thought. Albert Szent-Gyorgyi (1937) In the fields of observation, chance favours only the prepared mind. Louis Pasteur (1880)

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