Perspectives on Object-Centered Learning in Museums [Hardcover]

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 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.
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 Dl“D