scholarly journals Multiple erfaringer i multiple settinger – MEMUS, et teoretisk rammeverk for museumsformidling

1970 ◽  
pp. 51
Author(s):  
Merethe Frøyland

Museum pedagogics and the theory of multiple intelligences, The paper proposes a theoretical framework for how museums might contribute to improving the public understanding of science. The theory suggests that multiple experiences, based on the concept of multiple intelligences in multiple settings (MEMUS), increase the possibility of achieving understanding in a variety of areas. MEMUS includes two perspectives on learning: first that learning is an individual process and second that learning is a process over time. These two perspectives should affect the way museums organise their exhibitions, educational programmes etc, and the topics they choose to present to their visitors. Examples, based on recent international museum studies, are given of how museums can provide their vistitors with multiple experiences. 

Author(s):  
William K. Hallman

Modern conceptions of science literacy include knowledge of science facts; a grasp of scientific methods, norms, and practices; awareness of current discoveries and controversies involving science and refinement of the ability to comprehend and evaluate their implications; the capability to assess the priorities and actions of scientific institutions; and the capacity to engage in civic discourse and decision-making with regard to specific issues involving science. Advocates of increased science literacy maintain that widespread public understanding of science benefits individuals, culture, society, the economy, the nation, democracy, and science itself. This chapter argues that the relatively crude measures currently employed to assess science literacy are insufficient to demonstrate these outcomes. It is difficult to know whether these benefits are real and are independent of greater levels of education. Existing measures should be supplanted by multidimensional scales that are parsimonious, easy to administer, reliable, and valid over time and across cultures.


1999 ◽  
Vol 8 (4) ◽  
pp. 267-284 ◽  
Author(s):  
Steve Alsop

While much of the work in the public understanding of science has focused on the public's appreciation of science and their familiarity with key scientific concepts, understanding the processes involved in learning science has largely been ignored. This article documents a study of how particular members of the public learn about radiation and radioactivity, and proposes a model to describe their learning—the Informal Conceptual Change Model [ICCM]. ICCM is a multidimensional framework that incorporates three theoretical dimensions—the cognitive, conative, and affective. The paper documents each of these dimensions, and then illustrates the model by drawing upon data collected in a case study. The emphasis of the analysis is on understanding how the members of the public living in an area with high levels of background radiation learn about the science of this potential health threat. The summarizing comments examine the need for a greater awareness of the complexities of informal learning.


1994 ◽  
Vol 3 (1) ◽  
pp. 3-23 ◽  
Author(s):  
Alan G. Gross

In the public understanding of science, rhetoric has two distinct roles: it is both a theory capable of analysing public understanding and an activity capable of creating it. In its analytical role, rhetoric reveals two dominant models of public understanding: the deficit model and the contextual model. In the deficit model, rhetoric acts in the minor role of creating public understanding by accommodating the facts and methods of science to public needs and limitations. In the contextual model, rhetoric and rhetorical analysis play major roles. Rhetorical analysis provides an independent source of evidence to secure social scientific claims; in addition, it supplies the grounds for a rhetoric of reconstruction, one that reconstitutes the fact and facts of science in the public interest.


2020 ◽  
pp. 1-28
Author(s):  
Martin Innes ◽  
Colin Roberts ◽  
Trudy Lowe ◽  
Helen Innes

This chapter situates Neighbourhood Policing in a social and policing context, arguing that in order to understand how and why it gained traction at the particular moment when it did, it is necessary to establish how it relates to a longer and deeper history of policing ideas. It proposes that, as a particular iteration of the community policing philosophy, Neighbourhood Policing reflects a defining tension in the police mission as to whether the principal focus should be upon crime management, or a broader notion of community support and order maintenance. This analysis develops a detailed discussion of the community policing tradition and how it has ebbed and flowed over time in terms of its popularity, outlining a theoretical framework for thinking about how and why community policing interventions impact upon public perceptions and experiences of crime, disorder, and security.


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