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Free-Choice Family Learning: A Literature Review for the National Park Service

机译:自由选择的家庭学习:国家公园管理局的文献综述

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Learning in national parks often occurs in the context of family groups. Understanding the motivations, needs, and outcomes of family groups is critical to engaging a substantial portion of the National Park Service (NPS) audience. This literature review was prompted by an NPS initiative to improve lifelong learning. It explores research about the nature of family learning, factors that influence it, and recommendations for enhancing it. This review uses Falk and Dierking's (2000) Contextual Model of Learning as a framework for understanding personal, sociocultural, and physical factors that contribute to family learning outcomes in free-choice settings. Recommendations for improving family learning include: tapping into the motivations of family visits, helping families converse to construct meaning, and creating physical spaces for visitors of many ages to interact. The NPS can enhance visitors' connections to parks if park programs, exhibits, and interpretive media are effectively and deliberately designed to engage families. National parks and similar sites need to thoughtfully design education programs and exhibits to engage learners of all ages in meaningful, relevant, and memorable ways.
机译:在国家公园学习通常是在家庭团体的背景下进行的。了解家庭团体的动机,需求和结果对于吸引大部分国家公园管理局(NPS)受众至关重要。这项文献综述是由NPS倡议发起的,以改善终身学习。它探讨了有关家庭学习的性质,影响家庭学习的因素以及增强家庭学习的建议的研究。这篇评论使用Falk和Dierking(2000)的学习上下文模型作为理解个人,社会文化和身体因素的框架,这些因素在自由选择的环境中有助于家庭学习。改善家庭学习的建议包括:充分利用家庭探访的动机,帮助家庭进行交流以建构意义,以及为许多年龄的访客创造互动的物理空间。如果公园计划,展览和解释性媒体经过有效和故意的设计以吸引家庭,则NPS可以增强游客与公园的联系。国家公园和类似地点需要精心设计教育计划和展览,以有意义,相关且令人难忘的方式吸引各个年龄段的学习者。

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