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Learning in Science Centres and Museums International symposium on Advanced Technologies in Education Athens, Greece, 27th Jan 2007 Prof. Hannu SALMI Heureka, Finland (hannu.salmi@heureka.fi)hannu.salmi@heureka.fi University of Dalarna, Sweden Slide 2 Museum of History of Science Old Ashmolen Building, Oxford Slide 3 Musee des Arts et Mtiers (CNAM) Slide 4 Slide 5 Slide 6 Science, technology and education (Salmi 1993) Slide 7 LEARNING BY CHANCE INFORMAL LEARNING Family Museum Peer groups Library Organisations Science centre Mass media www FORMAL EDUCATION School system Special Education pre-school primary school secondary Vocational schools higher university Adult education Slide 8 Towards Open Learning Environment To create a meaningful combination of programmes (laboratory, planetarium, etc.) exhibitions internet - www classroom is clearly one of the main challenges of informal learning Slide 9 Motivation types: intrinsic Intrinsic motivation: The basis of this motivation is a real interest in the topic studied. No other person persuades. Curiosity, exploring and problem solving are key elements of this motivation. Typical features: * a critical and open minded attitude to learning * seeing the connection between isolated facts and the topic area as a whole * connection between theory and practice Slide 10 Case study: Career choiches (n=1019) University students of different faculties visiting science centre (%) Natural sciences85.6% Technology84.5% Medical science79.1% Economics77.6% Education77.6% Humanities78.3% Veterinary68.1% Social science85.2% Mean79.8% Slide 11 Towards Open Learning Environment To create a meaningful combination of programmes (laboratory, planetarium, etc.) exhibitions internet - www classroom is clearly one of the main challenges of informal learning Slide 12 Experience & Education (Dewey 1938) Learning by doing pedagogical principle is often oversimplified Not a question of isolated tricks, but always part of a complete, planned learning process. Slide 13