Chapter 1 Foreword Chapter 2 Preface Chapter 3 Learning from Museums: An Introduction Chapter 4 The Personal Context Chapter 5 The Sociocultural Context Chapter 6 The Physical Context Chapter 7 Museums and the Individual Chapter 8 Communities of Learners Chapter 9 A Place for Learning Chapter 10 The Contextual Model of Learning Chapter 11 Documenting Learning from Museums Chapter 12 Making Museums Better Learning Experiences Chapter 13 Museums in the Larger Society Chapter 14 The Future of Museums Chapter 15 Refrences
John H. Falk and Lynn D. Dierking are founders and directors of the Institute for Learning Innovation in Annapolis, Maryland. Their books include Lessons without Limit, The Museum Experience, and Free-Choice Science Education.
Those interested in visitor studies and informal educational
environments will find much to engage them and to think about in
this book and I expect to see many quotations from it in student
work.
*Visitor Studies Today!*
John Falk and Lynn Dierking . . . put to profitable effect their
many years of familiarity with the field, including long service at
the Smithsonian. This is a splendid book where the pages themselves
unequivocally link the concepts of fun and learning. The writing is
dense but never dry, didactic but never dogmatic. . . .The book's
careful organization makes it easy and pleasant to read, and the
key concepts placed succinctly at the end of each chapter enable
the hurried and harried professionals to retrieve information
without having to remember page numbers.
*Museline, (Texas Association Of Museums)*
John Falk and Lynn Dierking have been talking to museum visitors
and conducting research on the visiting experience for over twenty
years. . . . Learning from Museums . . . elaborates topics such as
museums and the individual, communities of learners, documenting
learning, improving the visitor experience, museums in society, and
the future of museums. Visits are both learning and fun, choice of
what and when to learn is intrinsic to the museum experience,
conversation is a primary mechanism of knowledge construction . . .
and meaning is elaborated by subsequent experiences. . . . Each
chapter finishes with conclusions, key points, and very extensive
references: very accessible stuff!. . . When museums take advantage
of visitor research they . . . acknowledge the importance of good
communication. The message of Learning from Museums must be
understood by all concerned with that fundamental aim of museums:
the increase and diffusion of understanding.
*Museum National*
In Learning from Museums, [the authors] embed practical issues in
the broader theoretical and research contexts. With their help we
can begin to understand more about what is really going on during
the learning process in general, information that can then be
applied to the specifics of museums. For once we have a better
understanding of how museum visitors make sense of these
experiences, then we can make more informed decisions about how to
create the best possible exhibitions and programs for them.
*From The Foreword*
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