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首页> 外文期刊>International Journal of Technology Management: The Journal of the Technology Management of Technology, Engineering Management, Technology Policy and Strategy >Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre
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Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre

机译：科学中心作​​为学习实验室：芬兰科学中心Heureka的经历

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摘要

The purpose of this article is to develop further the premise that science centre education is a form of informal learning. The growth of modern science centres can be traced to the resurgence of interest in the West and in the USA in particular following the launch of Sputnik. Similarly, the growth of science centres since the 1990s has clearly been connected to two major developments in society: the crisis of scientific literacy and the visions for the information society. Rapid advances in genetic research and information technology have also created new challenges for the public understanding of science. The role of universities and industry has been crucial in creating the contents of modern science centres such as Heureka, the Finnish Science Centre. Evidence based on four case studies, which describes the motivation of school students visiting science centres, is presented here. The findings suggest that students' situational motivation can be changed to intrinsic motivation by well organised programs linking schools to the informal, open learning environments of science centres. A survey taken among university students attests to the fact that informal learning sources such as science centres seem to have a stronger impact on their academic career choices than has hitherto been realised. [References: 37]
机译：本文的目的是进一步发展前提，即科学中心教育是非正式学习的一种形式。现代科学中心的发展可以追溯到西方和美国的兴趣重新兴起，特别是在人造卫星发射后。同样，自1990年代以来科学中心的发展显然与社会上的两个主要发展有关：科学素养危机和信息社会愿景。基因研究和信息技术的飞速发展也为公众对科学的理解提出了新的挑战。大学和行业的作用对于创建现代科学中心（如Heureka，芬兰科学中心）的内容至关重要。此处提供了基于四个案例研究的证据，这些案例描述了学生参观科学中心的动机。研究结果表明，通过将学校与科学中心的非正式，开放式学习环境联系起来的组织良好的计划，可以将学生的情境动机转变为内在动机。在大学生中进行的一项调查证明了这样一个事实，即非正式的学习资源（例如科学中心）似乎对他们的学术职业选择的影响要比迄今为止所意识到的要大。 [参考：37]

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