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dc.contributor.authorMcClafferty, T.
dc.contributor.authorRennie, Leonie
dc.date.accessioned2017-11-24T05:25:26Z
dc.date.available2017-11-24T05:25:26Z
dc.date.created2017-11-24T04:48:51Z
dc.date.issued2017
dc.identifier.citationMcClafferty, T. and Rennie, L. 2017. Learning physics at science centers: Use of visitors’ drawings to investigate learning at an interactive sound exhibit. In Drawing for Science Education: An International Perspective, 155-167.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/58392
dc.identifier.doi10.1007/978-94-6300-875-4_14
dc.description.abstract

© 2017 Sense Publishers. All Rights Reserved. Science centers and museums use interactive exhibits to teach visitors about scientific concepts. Feher (1990) referred to such exhibits as “powerful learning tools”, and stated that “for the user they constitute an independent, teacher-free, learning device; and for the researcher they are the means for rendering explicit user’s conceptions and studying the learning process” (p. 46). It is important for the center and museum managers, and the exhibit designers, to understand the exhibit’s effectiveness.

dc.titleLearning physics at science centers: Use of visitors’ drawings to investigate learning at an interactive sound exhibit
dc.typeBook Chapter
dcterms.source.startPage155
dcterms.source.endPage167
dcterms.source.titleDrawing for Science Education: An International Perspective
dcterms.source.isbn9789463008754
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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