By Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)
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Extra resources for Activity Theory in Formal and Informal Science Education
It follows, then, that the tools and the strategies used in science education are like those of museum education, such as role playing and debate. Common objectives as well as common applications can be found between science and museum education. , and (9) web communication. , and (9) websites. A major innovation is that science museums and science centers are attempting to shift from being centers of collections of exhibits displayed in glass cases and static shows to being centers of interaction, activities and ideas that help visitors investigate and study not only physical phenomena but also modern socioscientific issues (Koster, 1999).
Become familiar with some of the more important museums and with some open museums. – Connect education in the natural sciences with arts and culture. – Become informed about environmental problems, such as the risks to fauna and biodiversity, in combination with the causes behind those threats. – Realize the societal role of the natural sciences. – Become proficient in scientific skills and in an evidence-based way of thinking and decision making. – Practice using their senses during the observation and investigation of the natural world.
18). In conclusion, we argue that it is obvious that we need a new methodology in/for teaching and researching. Maybe we can start with concepts such as “communities of practice,” “collaborative planning,” “learning communities,” and “socioemotional learning,” which are enabled in many modern school curricula. We have also to work on new values. Whether the current public schools continue to have a monolithic and deterministic bias or whether new dialogues will emerge and create novel institutional structures depends upon our efforts.
Activity Theory in Formal and Informal Science Education by Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)