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Your search keyword '"*INTERACTIVE science museums"' showing total 2 results
Start Over Descriptor "*INTERACTIVE science museums" Topic nonformal education
2 results on '"*INTERACTIVE science museums"'

1. Preferencias y necesidades del profesorado o acompañante de grupo que visita un Museo Interactivo de Ciencias.

Author

Vales, Anastasia Porta and Mato Carrodeguas, Maria Carmen

Subjects
*INTERACTIVE science museums, *MUSEUM docents, *MUSEUM employees, *EDUCATION museums, *NONFORMAL education, *TEACHING methods
Abstract

The considerations of teachers or groups leaders that visit an Interactive Science Museum are an important factor to improve the non-formal learning in science. To do this, a questionnaire was developed and it was supplied to 218 teachers or group leaders to obtain outstanding information about objectives, pre-visit and post-visit activities, contents of the curriculum contemplated, positive aspects and that they would like to make in the next visit. It's remarkable the inclusion of school groups of compulsory education, formal education groups such as High School, Vocational Training, Special Education, Adult Education and University as well as social groups like NGOs promoting a research for everyone in an interactive learning space. [ABSTRACT FROM AUTHOR]

Published
2016
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2. GUIDELINES FOR TECHNOLOGY-ENHANCED LEARNING ACTIVITIES IN A LIVE SCIENCE SCHOOL SETTING.

Author

Pedro, Ana, Patrocínio, Pedro, Piedade, João, Matos, João Filipe, and Dorotea, Nuno

Subjects
*EFFECT of technological innovations on education, *EDUCATIONAL technology, *TEACHING methods, *EFFECTIVE teaching, *TECHNOLOGICAL literacy
Abstract

The aim of this study is to understand how teachers appropriate and use digital technologies as structuring resources for their students learning science and mathematics within an interactive science centre. In order to understand how learning happens, a conceptual framework and guidelines were developed for teachers to prepare and run activities with children. Teachers use the framework to setup activities to promote interaction of children with existing modules in the exhibitions, making experiments, collecting data, analysing it and sharing the results with their peers. On the methodological level, this study assumes an exploratory nature with a qualitative perspective, involving the teachers participating in the project. The results show that teachers considered the conceptual framework and guidelines necessary as well as extremely useful and stimulating for the development of learning activities. [ABSTRACT FROM AUTHOR]

Published
2014

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