Learning from and with museum objects: design perspectives, environment, and emerging learning systems
Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning w...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Vartiainen, Henriikka [verfasserIn] Enkenberg, Jorma [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2013 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Educational technology research and development - Heidelberg : Springer, 1989, 61(2013), 5 vom: 20. Aug., Seite 841-862 |
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| Übergeordnetes Werk: |
volume:61 ; year:2013 ; number:5 ; day:20 ; month:08 ; pages:841-862 |
| Links: |
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| DOI / URN: |
10.1007/s11423-013-9311-8 |
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SPR01910622X |
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| 520 | |a Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. | ||
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| 650 | 4 | |a Learning object |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Learning by designing |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Design experiment |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Design-oriented learning |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Enkenberg, Jorma |e verfasserin |4 aut | |
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10.1007/s11423-013-9311-8 doi (DE-627)SPR01910622X (SPR)s11423-013-9311-8-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Vartiainen, Henriikka verfasserin aut Learning from and with museum objects: design perspectives, environment, and emerging learning systems 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. Museum object (dpeaa)DE-He213 Learning system (dpeaa)DE-He213 Learning object (dpeaa)DE-He213 Learning by designing (dpeaa)DE-He213 Design experiment (dpeaa)DE-He213 Design-oriented learning (dpeaa)DE-He213 Enkenberg, Jorma verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 61(2013), 5 vom: 20. Aug., Seite 841-862 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:61 year:2013 number:5 day:20 month:08 pages:841-862 https://dx.doi.org/10.1007/s11423-013-9311-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 61 2013 5 20 08 841-862 |
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10.1007/s11423-013-9311-8 doi (DE-627)SPR01910622X (SPR)s11423-013-9311-8-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Vartiainen, Henriikka verfasserin aut Learning from and with museum objects: design perspectives, environment, and emerging learning systems 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. Museum object (dpeaa)DE-He213 Learning system (dpeaa)DE-He213 Learning object (dpeaa)DE-He213 Learning by designing (dpeaa)DE-He213 Design experiment (dpeaa)DE-He213 Design-oriented learning (dpeaa)DE-He213 Enkenberg, Jorma verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 61(2013), 5 vom: 20. Aug., Seite 841-862 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:61 year:2013 number:5 day:20 month:08 pages:841-862 https://dx.doi.org/10.1007/s11423-013-9311-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 61 2013 5 20 08 841-862 |
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10.1007/s11423-013-9311-8 doi (DE-627)SPR01910622X (SPR)s11423-013-9311-8-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Vartiainen, Henriikka verfasserin aut Learning from and with museum objects: design perspectives, environment, and emerging learning systems 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. Museum object (dpeaa)DE-He213 Learning system (dpeaa)DE-He213 Learning object (dpeaa)DE-He213 Learning by designing (dpeaa)DE-He213 Design experiment (dpeaa)DE-He213 Design-oriented learning (dpeaa)DE-He213 Enkenberg, Jorma verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 61(2013), 5 vom: 20. Aug., Seite 841-862 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:61 year:2013 number:5 day:20 month:08 pages:841-862 https://dx.doi.org/10.1007/s11423-013-9311-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 61 2013 5 20 08 841-862 |
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10.1007/s11423-013-9311-8 doi (DE-627)SPR01910622X (SPR)s11423-013-9311-8-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl Vartiainen, Henriikka verfasserin aut Learning from and with museum objects: design perspectives, environment, and emerging learning systems 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. Museum object (dpeaa)DE-He213 Learning system (dpeaa)DE-He213 Learning object (dpeaa)DE-He213 Learning by designing (dpeaa)DE-He213 Design experiment (dpeaa)DE-He213 Design-oriented learning (dpeaa)DE-He213 Enkenberg, Jorma verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 61(2013), 5 vom: 20. Aug., Seite 841-862 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:61 year:2013 number:5 day:20 month:08 pages:841-862 https://dx.doi.org/10.1007/s11423-013-9311-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 61 2013 5 20 08 841-862 |
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Enthalten in Educational technology research and development 61(2013), 5 vom: 20. Aug., Seite 841-862 volume:61 year:2013 number:5 day:20 month:08 pages:841-862 |
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Vartiainen, Henriikka @@aut@@ Enkenberg, Jorma @@aut@@ |
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Vartiainen, Henriikka |
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learning from and with museum objects: design perspectives, environment, and emerging learning systems |
| title_auth |
Learning from and with museum objects: design perspectives, environment, and emerging learning systems |
| abstract |
Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. |
| abstractGer |
Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. |
| abstract_unstemmed |
Abstract Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. |
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Learning from and with museum objects: design perspectives, environment, and emerging learning systems |
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| score |
7.399454 |