George E. Hein

LEARNING IN THE MUSEUM
This is an excellent summary of the history of learning theory with practical applications for constructivist education and naturalistic visitor studies. The author, who was previously a chemist, discovered that it was not possible to arrive at certainty about learning and his analytical style effectively bridges the gap between knowledge-based and constructivist learning theory. He supports the view that connections are more effective than didactic learning for museum visitors. It's interesting to note that he chose to organize the book in a hierarchical manner.
Big idea: The constructivist museum should 1) Begin from visitor's prior knowledge; 2) Present learning opportunities in an active and engaging way; 3) Be accessible physically, socially, and intellectually.
Strength: Includes the key properties that embody constructivist museums and exhibits.
Weakness: The book's presentation and organization don't embrace constructivism.
Key concepts: Consistency of phenomena cannot be applied to visitors in a museum - the variables increase and change with time; Theories of knowledge range from external (realism) to internal (constructed). Theories of learning range from incremental to active (restructured by the mind); Educational theories range from knowledge-based to learning theory; Research approaches range from experimental-design to naturalistic. Improving accessibility for a small group improves it for everyone. The goal of Universal Design is to create environments and artifacts that work well for everyone.
Contents: The significance of museum education; Educational theory; Early visitor studies; The countenance of visitor studies; Ladder and network theories; Studying visitors; Evidence for learning in museums; The constructivist museum. - David P… (plus d'informations)