1,815
Views
33
CrossRef citations to date
0
Altmetric
What the Research Says

Museums as Contexts for Transformative Experiences and Identity Development

Pages 341-352 | Received 02 May 2016, Accepted 05 Jun 2016, Published online: 12 Oct 2016

References

  • Banks, James A., Kathryn H. Au, Arnetha F. Ball, Philip Bell, Edmund W. Gordon, Kris D. Guitierrez, Shirley Brice Heath, et al. Learning in and out of School in Diverse Environments. Seattle, WA: University of Washington, 2007.
  • Carliner, Saul. “How Designers Make Decisions: A Descriptive Model of Instructional Design for Informal Learning in Museums.” Performance Improvement Quarterly 11 (2008): 72–92. doi: 10.1111/j.1937-8327.1998.tb00091.x
  • Dawson, Emily. “Not Designed for Us: How Science Museums and Science Centers Socially Exclude Low-income, Minority Ethnic Groups.” Science Education 98 (2014): 981–1008. doi: 10.1002/sce.21133
  • Dewey, John. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: D. C. Heath, 1933.
  • Erikson, Erik H. Identity: Youth and Crisis. New York, NY: Norton, 1968.
  • Falk, John H. “Contextualizing Falk’s Identity-related Visitor Motivation Model.” Visitor Studies 14 (2011): 141–157. doi: 10.1080/10645578.2011.608002
  • Falk, John H., and Lynne D. Dierking. The Museum Experience. Washington, DC: Howell’s House, 1992.
  • Falk, John F., Joseph Heimlich, and Kerry Bronnenkant. “Using Identity-related Visit Motivations as a Tool for Understanding Adult Zoo and Aquarium Visitors’ Meaning Making.” Curator 51 (2008): 55–79. doi: 10.1111/j.2151-6952.2008.tb00294.x
  • Falk, John H., and Martin Storksdieck. “Using the Contextual Model of Learning to Understand Visitor Learning from a Science Center Exhibition.” Science Education 89 (2005): 744–778. doi: 10.1002/sce.20078
  • Feinberg, Larry J., and Kevin Crowley. Museum Learning Collaborative Revised Phase 2 Proposal: Institute for Museum and Library Sciences. Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center, 1998.
  • Feinberg, Larry J., and Gaea Leinhardt. “Looking Through the Glass: Reflections of Identity in Conversations at a History Museum.” In Learning Conversations in Museums, edited by G. Leinhardt, K. Crowley, and K. Knutson. Mahwah, NJ: Lawrence Erlbaum, 2002.
  • Flum, Hanoch, and Avi Kaplan. “Exploratory Orientation as an Educational Goal.” Educational Psychologist 41, (2006): 99–110. doi: 10.1207/s15326985ep4102_3
  • Girod, Mark, Cheryl Rau, and Adele Schepige. “Appreciating the Beauty of Science Ideas: Teaching for Aesthetic Understanding.” Science Education 87 (2003): 574–587. doi: 10.1002/sce.1054
  • Grotevant, Harold D. “Toward a Process Model of Identity Formation.” Journal of Adolescent Research 2 (1997): 203–222. doi: 10.1177/074355488723003
  • Kaplan, Avi, Joanna Garner, and Sarit Semo. “Teacher Role Identity and Motivation as a Dynamic System.” Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, 2015.
  • Kaplan, Avi, Mirit Sinai, and Hanoch Flum. “Design-Based Interventions for Promoting Students’ Identity Exploration Within the School Curriculum.” In Advances in Motivation and Achievement, edited by Stuart A. Karabenick and Tim Urdan. Bingley: Emerald Group, 2014.
  • Kevin, Pugh, Lisa Linnenbrink-Garcia, Kristin Koskey, Victoria Stewart, and Christine Manzey. “Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher’s Experience.” Cognition and Instruction 28 (2010): 273–316. doi: 10.1080/07370008.2010.490496
  • Leinhardt, Gaea, Carol Tittle, and Karen Knutson. “Talking to Oneself: Diaries of Museum Visits.” In Learning Conversations in Museums, edited by G. Leinhardt, K. Crowley, and K. Knutson. Mahwah, NJ: Lawrence Erlbaum, 2007.
  • Marcia, James. “The Ego Identity Status Approach to Ego Identity.” In Ego Identity: A Handbook for Psychosocial Research, edited by J. E. Marcia, A. Waterman, D. Matteson, S. L. Archer, and J. L. Orlofsky. New York: Springer-Verlag, 1993.
  • Meeus, Wim, Jurjen Iedema, M. J. E. Helsen, and Wilma Vollebergh. “Patterns of Adolescent Identity Development: Review of Literature and Longitudinal Analysis.” Developmental Review 19 (1999): 419–461. doi: 10.1006/drev.1999.0483
  • Mezirow, Jack, and Associates. Learning as Transformation. San Francisco: Jossey-Bass, 2000.
  • Monk, David. “John Dewey and Adult Learning in Museums.” Adult Learning 24 (2013): 63–71. doi: 10.1177/1045159513477842
  • National Research Council. Learning Science in Informal Environments: People, Places and Pursuits. Washington, DC: National Academies Press, 2009.
  • Oyserman, Daphna. “Identity-based Motivation: Implications for Action-readiness, Procedural-readiness, and Consumer Behavior.” Journal of Consumer Psychology 19 (2009), 250–260. doi: 10.1016/j.jcps.2009.05.008
  • Paris, Scott, and Melissa J. Mercer. “Finding Self in Objects: Identity Exploration in Museums.” In Learning Conversations in Museums, edited by G. Leinhardt, K. Crowley, and K. Knutson. Mahwah, NJ: Lawrence Erlbaum, 2002.
  • Pugh, Kevin J. “Teaching for Transformative Experiences in Science: An Investigation of the Effectiveness of Two Instructional Elements.” Teachers College Record 104 (2002): 1101–1137. doi: 10.1111/1467-9620.00198
  • Pugh, Kevin J. “Newton’s Laws Beyond the Classroom Walls.” Science Education 88 (2004): 182–196. doi: 10.1002/sce.10109
  • Pugh, Kevin J. “Transformative Experience: An Integrative Construct in the Spirit of Deweyan Pragmatism.” Educational Psychologist 46 (2011): 107–121. doi: 10.1080/00461520.2011.558817
  • Pugh, Kevin J., and David A. Bergin. “Motivational Influences on Transfer.” Educational Psychologist 41 (2006): 147–160. doi: 10.1207/s15326985ep4103_2
  • Pugh, Kevin J., and Mark Girod. “Science, Art and Experience: Constructing a Science Pedagogy from Dewey’s Aesthetics.” Journal of Science Teacher Education 18 (2007): 9–27. doi: 10.1007/s10972-006-9029-0
  • Pugh, Kevin J., Lisa Linnenbrink-Garcia, Kristin L. Koskey, Victoria C. Stewart, and Christine Manzey. “Motivation, Learning and Transformative Experience: A Study of Deep Engagement in Science.” Science Education 94 (2010): 1–28.
  • Rennie, Leonie J., and David J. Johnston. “The Nature of Learning and its Implications for Research on Learning in Museums.” Science Education 88 (2004): S4–S16. doi: 10.1002/sce.20017
  • Rounds, Jay. “Doing Identity Work in Museums.” Curator 49 (2006): 133–176. doi: 10.1111/j.2151-6952.2006.tb00208.x
  • Schreiber, James B., Andrew J. Pekarik, Nadine Haneman, Zahava Doering, and Ah-Jin Lee. “Understanding Visitor Engagement and Behaviors.” The Journal of Educational Research 106 (2013): 462–468. doi: 10.1080/00220671.2013.833011
  • Simon, Nina. “The Participatory Museum.” Accessed December 15, 2015. http://www.participatorymuseum.org/read/.
  • Singer, Jefferson. “Narrative Identity and Meaning Making Across the Adult Lifespan: An Introduction.” Journal of Personality 72 (2004): 437–460. doi: 10.1111/j.0022-3506.2004.00268.x
  • Vitalaki, Elena. “Museum Education as a Tool for Promoting School-wide Community and Family Cooperation in Elementary: A Preliminary Report.” Problems of Education in the 21st Century 36 (2011): 116–125.
  • Yoon, Susan, Karen Elinich, Joyce Wang, Jacqueline Van Schooneveld, and Emma Anderson. “Scaffolding Informal Learning in Science Museums: How Much is Too Much?” Science Education 97 (2013): 848–877. doi: 10.1002/sce.21079

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.