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Au contraire, engaging in 'science' is an everyday thing.....a
paraphrase of, in many ways, Paulos' book 'Innumeracy,' wherein the
argument is that it is a layperson's misconceptions about math are
one of the things that keep them in a sort of self-imposed state of,
'I don't do Math' because I don't understand Math.
I would also suggest reading about science can be every bit as
appealing, intriguing, and fun as doing: Reading about the history
of the Manhattan project, reading about the elucidation of the double
helix were all those things. Is it the same? No. Does it provide
me with a better understanding? Sometimes. Having the
responsibility to help people reach some holy grail is way to much
responsibility for me!
I think Robert put it well when he spoke about pedagogy being of over
importance in the sense that pedagogy, in the sense he used it, comes
from creating a framework that encompasses experience, not the other
way around.
I use pedagogy to think about what I'm doing, not to drive what I'm
doing.
Again, an open-ended experience can be very intimidating to people
who like rules and structure. (Not me - I like to play! But I have
seen it over and over).
And hey, I'm not suggesting you are wrong, nor that I'm right - its
kind of like the argument about whether or not Bernoulli does a
better job of describing flight than a more simple action/reaction
model - we forget they are both right, just different ways of
describing a phenomena. I'm suggesting that declarative statements
such as open-ended exhibits are intrinsically more appealing to more
people, and therefore, more effective, make me nervous.
On May 19, 2008, at 11:39 AM, Ed Sobey wrote:
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>
> Jeff-
>
> As Susan pointed out, I don't claim that an open-ended exhibit
> appeals to
> all intelligences - just a lot more than a non-open ended one.
>
> The context is getting people to do science. Reading about science
> is not
> the same - it doesn't have the appeal, the intrigue, or the fun.
> Getting
> people to do science should be the holy grail. They can read about
> science
> at home on their computers (without paying for parking, admissions,
> getting
> dressed). What they can't do at home is engage in science. On the
> exhibit
> floor that requires a gentle nudge, a fun opportunity, and stuff to
> mess
> around with.
>
> I agree that museums don't do a good job of launching visitors into
> open-ended experiences. The most effective method (not the only
> method) is
> human contact. One person on the floor can instigate creative
> research by
> many dozens of visitors if done well. Not an explainer - that lead
> questioner.
>
> The pecunious reader will balk at the thought of putting someone on
> the
> floor, but it can be done economically with some change in management
> strategy. And, the results justify the investment.
>
> Howard Gardner tells us that the best way for people to learn is to
> engage
> in mentally challenging projects where they can use their favored
> intelligences. We know the best methods - why aren't museums
> following them?
>
> Ed
>
> Ed Sobey, Ph.D.
> Global Evangelist for Creative Learning
> Northwest Invention Center
> (425) 861-8685
> www.invention-center.com
> www.kidsinvent.com
> www.asiainvents.com
>
>
> PS - As my title evokes, I am trying to sway your opinion.
>
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