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1. The book analyses cutting-edge examples of innovative
museological practice from around the globe, thus demonstrating how
museums can design, apply and assess new modes of audience
engagement and participation. 2. Taken together, the chapters offer
a new paradigm in approaching museum practice. As a result, the
book will be of great value to academics and students in the fields
of museum, gallery and heritage studies, as well as architecture,
design, communication and cultural studies. It will also be of
interest to museum professionals. 3. The book includes
contributions from a number of established academics, as well as a
practitioner perspective, which sets it apart from competing
titles.
1. The book analyses cutting-edge examples of innovative
museological practice from around the globe, thus demonstrating how
museums can design, apply and assess new modes of audience
engagement and participation. 2. Taken together, the chapters offer
a new paradigm in approaching museum practice. As a result, the
book will be of great value to academics and students in the fields
of museum, gallery and heritage studies, as well as architecture,
design, communication and cultural studies. It will also be of
interest to museum professionals. 3. The book includes
contributions from a number of established academics, as well as a
practitioner perspective, which sets it apart from competing
titles.
This book discusses a number of ways in which out-of-school science
education can uniquely engage learners with 'wicked' global
problems such as biodiversity loss and climate change. The idea for
the volume originated in discussions among members of the ESERA
special interest group on "Science Education in Out-of-School
contexts". It emerged from these discussions that out-of-school
institutions and experiences offer opportunities for critical
engagement in wicked problems that go far beyond what is possible
solely in the science classroom. The book opens with a principled
discussion of the nature of wicked problems and what addressing
them involves. This introduction clarifies key terms and ideas to
create a coherent backdrop for the rest of the book. Subsequent
chapters discuss the challenges of designing educational
experiences to address wicked problems, as well as the teaching and
learning that takes place. The authors offer perspectives across a
range of out-of-school environments such as science centres,
natural history museums, botanical gardens, geological sites, and
local communities. The book concludes with a chapter that
synthesises the findings from the various contributions and points
to the messages for educators. Finally, the editors outline an
exciting research agenda to build knowledge of education addressing
wicked problems. The intended audience of the book includes
teachers, educators/facilitators, teacher educators, curriculum
developers, and early career researchers as well as established
researchers.
This book discusses a number of ways in which out-of-school science
education can uniquely engage learners with 'wicked' global
problems such as biodiversity loss and climate change. The idea for
the volume originated in discussions among members of the ESERA
special interest group on "Science Education in Out-of-School
contexts". It emerged from these discussions that out-of-school
institutions and experiences offer opportunities for critical
engagement in wicked problems that go far beyond what is possible
solely in the science classroom. The book opens with a principled
discussion of the nature of wicked problems and what addressing
them involves. This introduction clarifies key terms and ideas to
create a coherent backdrop for the rest of the book. Subsequent
chapters discuss the challenges of designing educational
experiences to address wicked problems, as well as the teaching and
learning that takes place. The authors offer perspectives across a
range of out-of-school environments such as science centres,
natural history museums, botanical gardens, geological sites, and
local communities. The book concludes with a chapter that
synthesises the findings from the various contributions and points
to the messages for educators. Finally, the editors outline an
exciting research agenda to build knowledge of education addressing
wicked problems. The intended audience of the book includes
teachers, educators/facilitators, teacher educators, curriculum
developers, and early career researchers as well as established
researchers.
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