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Overview
Originating in a recent NSF conference held at the University of Michigan, this book examines the latest ideas about how children interact with objects and through that interaction acquire new understandings, attitudes, and feelings. Although museum education provides the primary setting within which object-centered learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, until now there has been little psychological research on the topic. Key features of this outstanding new book include:
*Cross-disciplinary Focus—This is the first book to examine object-centered learning using the perspectives of such diverse fields as science, history, literacy, and art.
*Museum Focus—The explosion of interest in museums of all kinds provides a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments.
Vignettes—In order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting.
This volume is appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and persons directly involved in museum education.
Synopsis
Originating in a recent NSF conference held at the University of Michigan, this book examines the latest ideas about how children interact with objects and through that interaction acquire new understandings, attitudes, and feelings. Although museum education provides the primary setting within which object-centered learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, until now there has been little psychological research on the topic. Key features of this outstanding new book include:
*Cross-disciplinary Focus--This is the first book to examine object-centered learning using the perspectives of such diverse fields as science, history, literacy, and art.
*Museum Focus--The explosion of interest in museums of all kinds provides a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments.
Vignettes--In order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting.
This volume is appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and persons directly involved in museum education.
Booknews
Object-centered learning in a relatively new field of inquiry for psychologists and educators that weaves together threads from the 19th-century study and exhibition of objects by curators and museum educators, the anthropological examination of objects as evidence of material culture, psychological research into the behavior of museum visitors, and findings by early childhood educators of the importance of hands-on learning and play. Here psychologists and educators examine the psychological dynamics of museum experiences, and the pedagogical principles of object-based learning. Annotation c. Book News, Inc., Portland, OR (booknews.com)