Teaduskeskused ja muuseumid kui ├Ápilaborid

Document identifier: oai:dalea.du.se:1120
Publication year: 2003
Relevant Sustainable Development Goals (SDGs):
SDG 4 Quality education
The SDG label(s) above have been assigned by OSDG.ai


University museums have their specific history since 1600s related to history of science. After that, national museums and galleries grew up in the 1800s from a need to support the nation state and nationalism with allusions to and rhetoric about heroic wars and history. The growth of modern science centres can be traced to the resurgence of interest in the West and in the USA in particular following the launch of Sputnik. Similarly, the growth of science centres and renewing of science museums since the1990s has been clearly been connected to two major developments in society: the crisis of scientific literacy and the visions for the information society. Rapid advances in genetic research and information technology have created new challenges for the public understanding of science. The role of universities has been crucial for creating the contents of modern science centres. The amount of research and results related to informal education and museum learning has raised a lot since the beginning of 1990s. That has lead also to the development of the theory and terminology of informal learning. The science centres and museums have traditionally underlined their role as cognitive learning sources. However, the main results of the research of museum learning as a part of informal learning have related to motivation and its relation to the learning in an open learning environment. It seems to be an effective way to explain also the long term impacts of the interactive exhibition experiences both with young children, school groups and adults. An interesting path of research is the role of museum learning in the career choice process of young people.


Hannu Sakari Salmi

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