Toward an agenda for advancing research on science learning in out-of-school settings
暂无分享,去创建一个
Léonie J. Rennie | Lynn D. Dierking | John H. Falk | Elsa Feher | J. Falk | L. Dierking | L. Rennie | E. Feher
[1] H. Gardner. Multiple intelligences : the theory in practice , 1993 .
[2] J. Falk,et al. The Museum Experience , 1992 .
[3] D. D. Hike. The Family as a Learning System , 1989 .
[4] Léonie J. Rennie,et al. Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science , 1995 .
[5] J. Gilbert,et al. The Design of Interactive Exhibits to Promote the Making of Meaning , 2001 .
[6] H. Gardner,et al. Frames of Mind: The Theory of Multiple Intelligences , 1983 .
[7] Judy Diamond,et al. The Behavior of Family Groups in Science Museums , 1986 .
[8] Beverley Bell,et al. Students' Thinking and the Learning of Science: A Constructivist View. , 1986 .
[9] L. Schauble,et al. A Framework for Organizing a Cumulative Research Agenda in Informal Learning Contexts , 1997 .
[10] E. Feher,et al. Development of Scientific Concepts Through the Use of Interactive Exhibits in a Museum , 1985 .
[11] John Stevenson,et al. The Long-Term Impact of Interactive Exhibits. , 1991 .
[12] Alberta P. Sebolt. Learning in Museums. , 1980 .
[13] J. Falk,et al. Family behavior and learning in informal science settings: A review of the research , 1994 .
[14] The exploratorium's explainer program: The long-term impacts on teenagers of teaching science to the public , 1987 .
[15] K. Crowley,et al. Learning conversations in museums , 2002 .
[16] Gardner Davis. Open windows, open doors , 1999 .
[17] Elsa Feher,et al. Interactive museum exhibits as tools for learning: explorations with light , 1990 .
[18] Lynn D. Dierking,et al. Public institutions for personal learning : establishing a research agenda , 1995 .
[19] Colin Potts,et al. Design of Everyday Things , 1988 .
[20] K. Thompson. Cognitive and Analytical Psychology Howard Gardner .Frames of Mind: The Theory of Multiple Intelligences. New York, Basic Books, 1983. , 1985 .
[21] Kathleen M. Fisher,et al. SemNet® Semantic Networking , 2002 .
[22] Minda Borun,et al. Naive Knowledge and the Design of Science Museum Exhibits , 1993 .
[23] J. Piaget. The Child's Conception of Physical Causality , 1927 .
[24] Kirsten Ellenbogen. Museums in Family Life: An Ethnographic Case Study , 2003 .
[25] J. Falk,et al. The Effect of Visitors ‘ Agendas on Museum Learning , 1998 .
[26] M. Csíkszentmihályi,et al. Beyond Boredom and Anxiety: The Experience of Play in Work and Games. , 1977 .
[27] Valerie Crane,et al. Informal Science Learning: What the Research Says About Television, Science Museums, and Community-Based Projects , 1994 .
[28] Kevin Crowley,et al. Objects of Learning , Objects of Talk : Changing Minds in Museums , 2001 .
[29] S. Sarraf. A Survey of Museums on the Web: Who Uses Museum Websites? , 1999 .
[30] John H. Falk,et al. The novel field‐trip phenomenon: Adjustment to novel settings interferes with task learning , 1978 .
[31] Donald A. Norman,et al. Turn Signals Are The Facial Expressions Of Automobiles , 1992 .
[32] P. Hewson,et al. Accommodation of a scientific conception: Toward a theory of conceptual change , 1982 .
[33] Ian S. Ginns,et al. Development of knowledge about electricity and magnetism during a visit to a science museum and related post‐visit activities , 2000 .
[34] J. Falk,et al. Learning from Museums: Visitor Experiences and the Making of Meaning , 2000 .