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Integrating museums and geology education:
Reciprocal illumination of exhibit design, course design, and research
Samantha Hopkins
University of Oregon Clark Honors College andDepartment of Geological Sciences
Challenge: students’ knowledge integration
Taking science content out of the classroom
Multiple modes of engagement
Varied learning styles
Natural history museums
Temporary exhibit: PaleoLab
Temporary exhibit: PaleoLab
Temporary exhibit
Permanent exhibit: Explore Oregon
Permanent exhibit: Explore Oregon
Permanent exhibit: Explore Oregon
Explore Oregon: Ray Troll
Challenge: communication and expectations
Exhibit content: Oregon Geology
Exhibit content: Phylogenies
Course design
Strong conceptual content, not so much survey
View content through a different lens
Inquiry-driven assignments
Field trip: advantages and disadvantages
Museum-enabled course design
Specimens on exhibit
Student-driven, non-linear assignments
Flexible scheduling Student choices
Museum-enabled course design
Term project: design an exhibit about invertebrate paleontology
View examples at the museum
Consult with museum exhibit designers
Student work may actually be built
Museum-enabled course design
Thanks!
Edward Davis Elizabeth White Dorothy Bayern Nick Famoso Ann Craig Students from GEOL 431