Multiple erfaringer i multiple settinger – Memus, et teoretisk rammeverk for museumsformidling
Bibliographic Data
| ID | 7339371 |
|---|---|
| Authors | Merethe Frøyland (corresponding author) |
| Year | 1970 |
| Issue | 2 |
| Pages | 51-51 |
| Publication date | 1970-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Nordisk Museologi (JOURNAL) |
| Journal identifiers | ISSN: 1103-8152 • E-ISSN: 2002-0503 |
| Publisher | University of Oslo Library (PUBLISHER • NO) |
| DOI | 10.5617/nm.3375 |
| OpenAlex | W2593229974 |
| Language | EN |
| Citations received | 2 |
Museum pedagogics and the theory of multiple intelligences, The paper proposes a theoretical framework for how museums might contribute to improving the public understanding of science. The theory suggests that multiple experiences, based on the concept of multiple intelligences in multiple settings (MEMUS), increase the possibility of achieving understanding in a variety of areas. MEMUS includes two perspectives on learning: first that learning is an individual process and second that learning is a process over time. These two perspectives should affect the way museums organise their exhibitions, educational programmes etc, and the topics they choose to present to their visitors. Examples, based on recent international museum studies, are given of how museums can provide their vistitors with multiple experiences
Affect (linguistics · Art · Exhibition · Mathematics education · Pedagogy · Process (computing · Sociology · Theory of multiple intelligences · Variety (cybernetics · Visual arts · Communication · Computer Science · Learning Styles and Cognitive Differences · Museums and Cultural Heritage · Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence
| Citations per year | 0.04 |
|---|---|
| Citation span | 1970 - 1970 (1) |
| Highly cited | No |