Understanding Affordances In Museum Education Context
Source TitleInforming education theory, design and practice through learning environment evaluation
AffiliationArchitecture, Building and Planning
Melbourne Graduate School of Education
MetadataShow full item record
Document TypeConference Proceeding
CitationVillafranca, E, Understanding Affordances In Museum Education Context, Informing education theory, design and practice through learning environment evaluation, 2016, pp. 113 - 118
Access StatusOpen Access
ARC Grant codeARC/LP130100880
The notion of a space presenting a set of inherent affordances for a range of possible actions has gained some traction in recent discourse on learning spaces. However, there are few studies that investigate affordances in the museum context. Far too little attention has been paid to understanding how affordances can inform the pedagogical approach of museum educators. This paper focuses on how educators can utilise the affordances of the museum learning environment in a way that may contribute to impacting more deeply as part of student learning. I argue that understanding affordances is critical in maximising the pedagogical possibilities of learning in museums. Furthermore, examining how museum educators achieve this success may have significant ramifications for suggesting how school teachers may curate learning by intentionally organising the classroom’s physical space and adapting pedagogy to suit.
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