國立虎尾科技大學 |

Designing for family learning in museums : = How framing, joint attention, conversation, and togetherness are at play.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Designing for family learning in museums :/
Reminder of title:	How framing, joint attention, conversation, and togetherness are at play.
Author:	Tison Povis, Kaleen Elizabeth.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369658224

Designing for family learning in museums : = How framing, joint attention, conversation, and togetherness are at play.
Tison Povis, Kaleen Elizabeth.

Designing for family learning in museums :How framing, joint attention, conversation, and togetherness are at play. - 1 online resource (116 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2016.

Includes bibliographical references

Learning is social in nature and takes place across many contexts (e.g., Bandura & Walters, 1963; Lave & Wenger, 1991; Vygotsky, 1962, 1978). Informal learning environments, such as musuems, provide a venue to study such family learning. My dissertation acknowledges families as learning units and recognizes that thoughtful design informed by learning research can buttress their natural learning together. Through a review of the museum-based, family learning literature, I identified three mechanisms---framing, joint attention, and conversation---that can serve to deepen and extend family learning. I then present two studies of simple interventions targeted at these mechanisms. In one study, families in a natural history museum explored dioramas in an experimental condition where they used flashlights to see into dioramas in a darkened room or in a control condition where they visited the dioramas in normal lighting conditions. Findings suggested the flashlights increased joint attention, which lead to learning conversations. In a second study, families visiting a children's museum exhibition were encouraged to adopt the interpretive frame of scientist or artist. Findings suggest that framing changed what the families focused on during their visit, how they interacted, and how they talked about the content. I propose that framing, joint attention, and conversation are all aspects of a broader state of togetherness---which might serve as a useful concept to encourage research/practice collaboration for understanding and supporting families' informal learning. In both studies, the goal was to utilize an exhibition's natural affordances and seamlessly integrate the design intervention into a typical parent-child museum experience. This contrasts with parent training programs or other interventions that might require additional time investment outside of the family museum experience. Rather, the challenge was to design "exhibit learning hacks," or employ simple tools that would impact parent-child learning talk in exhibit-aligned, playful ways. We found that families, as learning units, are malleable and design interventions can assist and shape their learning in low intervention but high impact ways.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369658224Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Designing for family learning in museums : = How framing, joint attention, conversation, and togetherness are at play.
LDR:03419ntm a2200325K 4500 001 915320
005 20180727125213.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369658224
035 $a (MiAaPQ)AAI10586449
035 $a AAI10586449
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Tison Povis, Kaleen Elizabeth. $3 1188640
245 1 0 $a Designing for family learning in museums : $b How framing, joint attention, conversation, and togetherness are at play.
264 0 $c 2016
300 $a 1 online resource (116 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Kevin Crowley.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2016.
504 $a Includes bibliographical references
520 $a Learning is social in nature and takes place across many contexts (e.g., Bandura & Walters, 1963; Lave & Wenger, 1991; Vygotsky, 1962, 1978). Informal learning environments, such as musuems, provide a venue to study such family learning. My dissertation acknowledges families as learning units and recognizes that thoughtful design informed by learning research can buttress their natural learning together. Through a review of the museum-based, family learning literature, I identified three mechanisms---framing, joint attention, and conversation---that can serve to deepen and extend family learning. I then present two studies of simple interventions targeted at these mechanisms. In one study, families in a natural history museum explored dioramas in an experimental condition where they used flashlights to see into dioramas in a darkened room or in a control condition where they visited the dioramas in normal lighting conditions. Findings suggested the flashlights increased joint attention, which lead to learning conversations. In a second study, families visiting a children's museum exhibition were encouraged to adopt the interpretive frame of scientist or artist. Findings suggest that framing changed what the families focused on during their visit, how they interacted, and how they talked about the content. I propose that framing, joint attention, and conversation are all aspects of a broader state of togetherness---which might serve as a useful concept to encourage research/practice collaboration for understanding and supporting families' informal learning. In both studies, the goal was to utilize an exhibition's natural affordances and seamlessly integrate the design intervention into a typical parent-child museum experience. This contrasts with parent training programs or other interventions that might require additional time investment outside of the family museum experience. Rather, the challenge was to design "exhibit learning hacks," or employ simple tools that would impact parent-child learning talk in exhibit-aligned, playful ways. We found that families, as learning units, are malleable and design interventions can assist and shape their learning in low intervention but high impact ways.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Social psychology. $3 554804
650 4 $a Museum studies. $3 1179596
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0451
690 $a 0730
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Pittsburgh. $3 1178873
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10586449 $z click for full text (PQDT)