Softening the Landing: Approaches to Facilitating Conceptual Change for Science Museum Educators

Autor/inn/en	Johnson, Marcus Lee; Chekour, Adam; Vaughn, Ashley R.; Taasoobshirazi, Gita
Titel	Softening the Landing: Approaches to Facilitating Conceptual Change for Science Museum Educators
Quelle	In: Journal of Museum Education, 44 (2019) 3, S.325-331 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vaughn, Ashley R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2019.1621647
Schlagwörter	Museums; Science Education; Nonschool Educational Programs; Concept Formation; Misconceptions; Inquiry; Active Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung; Missverständnis; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, we describe some of the common misconceptions guests have expressed while visiting a Museum of Natural History and Science, along with ways in which museum educators had reacted to and/or responded to guests' misconceptions. Correcting commonly held misconceptions can be difficult, especially when guests are emotionally invested in their conceptual understandings or beliefs. Therefore, in this article, we further describe what conceptual change is and present two approaches museum educators can utilize to facilitate conceptual change. Specifically, we discuss a "Refutation Approach" and "Inquiry Approach" to facilitating conceptual change, and support museum educators' use of both or either approach in an enthusiastic fashion, without hindering guests' exploratory spirit. We conclude this article with some words of encouragement to educational researchers, museum educators, and museum enthusiasts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01