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The Reflective Museum Practitioner explores a range of expansive
and creative ways in which the concept of "reflective practice" has
been applied in the informal STEM (science, technology,
engineering, and mathematics) learning environments of museums and
zoos. It seeks to demonstrate how such a process can inspire
lifelong learning in practitioners, to the benefit of practitioners
and visitors alike. Presenting six projects that employed
reflective practice, the contributors examine how each project has
encouraged and sustained reflection, and the outcomes thereof. The
projects cover a wide range of different practitioners-including
administrators, scientists, educators, and other front-line and
back-room staff-who work at different junctures of their
organizations. Collectively, they raise key questions about
changing communities of practice in Informal Science Learning
institutions. The projects and concept of "reflective practice" are
fully defined and contextualized by the editors, who offer in-depth
analysis, along with a cultural-historical activity theory
framework, for understanding how changes in museum practice unfold
in an institutional context. The Reflective Museum Practitioner
offers museum professionals insight into "reflective practice," as
practiced by other institutions in their sector, providing
practical examples that can be adapted to their needs. It will also
be of interest to scholars and students focusing on science
museums, or professional practice development in museums.
The Reflective Museum Practitioner explores a range of expansive
and creative ways in which the concept of "reflective practice" has
been applied in the informal STEM (science, technology,
engineering, and mathematics) learning environments of museums and
zoos. It seeks to demonstrate how such a process can inspire
lifelong learning in practitioners, to the benefit of practitioners
and visitors alike. Presenting six projects that employed
reflective practice, the contributors examine how each project has
encouraged and sustained reflection, and the outcomes thereof. The
projects cover a wide range of different practitioners-including
administrators, scientists, educators, and other front-line and
back-room staff-who work at different junctures of their
organizations. Collectively, they raise key questions about
changing communities of practice in Informal Science Learning
institutions. The projects and concept of "reflective practice" are
fully defined and contextualized by the editors, who offer in-depth
analysis, along with a cultural-historical activity theory
framework, for understanding how changes in museum practice unfold
in an institutional context. The Reflective Museum Practitioner
offers museum professionals insight into "reflective practice," as
practiced by other institutions in their sector, providing
practical examples that can be adapted to their needs. It will also
be of interest to scholars and students focusing on science
museums, or professional practice development in museums.
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