explore! 2013 jesús piqueras exploring the exhibition
DESCRIPTION
Explore! 2013 Conference. Presentation from the Exploring the exhibition workshop by Jesús Piqueras, Stockholm University and Susanna Edvall, Swedish Museum of Natural HistoryTRANSCRIPT
Exploring the exhibition
Jesús Piqueras, Stockholm UniversitySusanna Edvall, Swedish Museum of Natural History
Piqueras & Edvall / Explore 2013
Piqueras & Edvall / Explore 2013
Learning science in interaction with the exhibit in a museum of natural history
• PEA-analysis: Learning treated on a discursive level as a description of what student say and do as a part of an activity (Wickman, 2004; Wickman & Östman, 2002).
• Analysis of the significance of the encounters and relations for the purpose of the activity (to explain a natural event by making observations on a diorama in the museum exhibition).
Learning as a process where participants continuously notice
gaps and fill them with relations to what stands fast in
encounters.
Noticing aGap
SomethingStands Fast
ConstruingRelations
A Gap isFilled
Yes Yes
No No
Stopped or changed activity
New Gapis noticed
GAPS RELATIONS
0.00-1.42
6.46-7.12
Conversation segmented according to the six themes discussed.
9. The behaviour of the crows
GAPS RELATIONS
Discussion
• For this group of students, the six different themes represent alternative paths for the direction of the learning process.
• The students - by means of observations and previous experiences - suceceded in finding an interpretation of the scene, suported by a set of ecological explanations (cf. the purpose of the activity and the purpose of the exhibit).
• The carrion was a problematical part in the exhibit.
Expanding the scope
A. Crows
B.
C.
B.
D. Carrion
E.
D. Carrion
E.
A. Crows
E.
F.
D. Carrion
D. Carrion
C.
B.
D. Carrion
B.
E.
C.
E.
A. Crows
E.
F.
C.
B.
G.
B.
C.
D. Carrion
G.
A. Crows
E.
F.
• Which are the possible themes in the encounter with the exhibit?
• What is the relevance of different themes for students’ meaning making?
