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From syllabus to gallery: Transformative connections through constructivist museum studies.

机译：从课程提纲到画廊：通过建构主义博物馆研究的转化联系。

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摘要

Universities are sites of learning. Museums are sites of learning. This PDE proposes that an undergraduate Museum Studies program grounded in a constructivist theoretical framework will inspire in students a knowledge and perception of the museum as a site of transformative discovery. Such an academic learning experience will more easily transfer to visitor-centered museum practice than will a traditional educational experience. Qualitative phenomenological research, focusing on one undergraduate class of 16 students, concludes that students experience the following as a result of learning within a constructivist theoretical framework. First, the data show that student-centered constructivist learning is an effective theoretical strategy for teaching Museum Studies content. Second, what is learned in the classroom can be transferred to an understanding of the museum experience. Third, through experiential discovery, students have a transformative way of knowing the meaning of ethical representation and interpretation as an expression of social justice. The research includes a comprehensive review of the evolution of the museum in its relationship to community and to the individual. The theory of constructivist education---particularly as it relates to museums---of John Dewey, George Hein, and Peter Smith provides the substantive perspective of the pedagogy used in the research classroom. Few Museum Studies undergraduate departments exist in the United States. None explicitly use a constructivist framework. The intent of this research is to inspire transformative conversation in the Museum Studies field in order to effect broader representation and relevance to visitors, as well as to inform the development of a dynamic Museum Studies academic major grounded in social justice at California State University Monterey Bay.
机译：大学是学习的场所。博物馆是学习的场所。本PDE建议，以建构主义理论框架为基础的本科博物馆研究计划将激发学生对博物馆作为变革发现之地的认识和认识。与传统的教育体验相比，这种学术学习体验将更容易转移到以游客为中心的博物馆实践中。定性现象学研究集中于一个本科生班的16名学生，得出的结论是，在建构主义理论框架内，学生通过学习获得了以下体验。首先，数据表明，以学生为中心的建构主义学习是教授博物馆研究内容的有效理论策略。其次，在课堂上学到的东西可以转化为对博物馆体验的理解。第三，通过体验式发现，学生具有一种转变方式，可以了解作为社会正义表现形式的道德代表和解释的含义。研究包括对博物馆与社区和个人之间关系的演变的全面回顾。约翰·杜威，乔治·海因和彼得·史密斯的建构主义教育理论（尤其是与博物馆有关的理论）为研究教室中使用的教学法提供了实质性视角。美国很少有博物馆研究本科系。没有人明确使用建构主义框架。这项研究的目的是激发博物馆研究领域的变革性对话，以实现更广泛的代表性和与访客相关性，并为加利福尼亚州立大学蒙特雷湾分校以社会正义为基础的充满活力的博物馆研究学术专业的发展提供信息。

著录项

  • 作者

    Staples, Lila.;

  • 作者单位

    Union Institute and University.;

  • 授予单位 Union Institute and University.;
  • 学科 Education Art.; Art History.; Museology.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 131 p.
  • 总页数 131
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 艺术史、艺术思想史;
  • 关键词

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