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The Multi-Institutional Science Center Effects Study (MISCES), conducted by John H. Falk, Scott Pattison, and David Meier, Institute for Learning Innovation, was a multi- institution, national research effort to advance understanding of the contributions science and technology centers make to public science literacy.
Leading science educators from 9 South and Southeastern Asian countries and the U.S. met for three days in Kuala Lumpur, Malaysia (October 4-6, 2017) in an effort to rethink and re-envision science education in the 21st Century. The attendees of this U.S. National Science Foundation-funded international conference reaffirmed the G8-Science Academies Joint Statement (2011) that education in science must be targeted not only to future scientists, engineers and other specialists in government and industry, but also to the general public, including school-aged children and adults. The attendees at the October meeting further asserted that public science education should be relevant for all individuals (for more detail on the meeting, see Appendices A-C: Evaluation Report, Conference Agenda and Participants).
This special issue is focused on a series of questions related to the tensions between, on the one hand, the museums’ historic position as content authority and its quest for intellectual excellence and integrity and on the other hand its equally historic but increasingly important role as public educator with a mandate to reach out to the broadest possible audience in the interest of promoting literacy in art, history and/or science.
The article describes the five categories of identity-related visit motivations and provides initial thoughts about how these ideas might be used to improve art museum practice.
This conceptual paper explores the nexus between travel and learning; an area of investigation long neglected by tourism researchers. Using Aristotle’s concepts of phronesis, techne and episteme a framework for the major areas of literature dealing with touristic learn- ing are considered and opportunities and challenges for expanding the boundaries of knowledge are explored.
This paper reviews a wide range of literature applicable to understanding why and how hobbyists learn. Of particular importance appear to be theories such as situated learning and communities of practice, but insights from the cognitive sciences related to expertise, motivation, and interest also emerged as important.