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By Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)

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Additional info for Activity Theory in Formal and Informal Science Education

Sample text

2. Developing topical multidimensional experiences that will promote the perception of science centers as worthwhile lifelong learning resources. 3. Serving as a neutral ground for airing society’s most vexing issues related to science and technology. Koster (2006)4 argued for the relevant museum – the relationship between relevance and sustainability – and suggested some indicators that would move museums towards relevancy. We choose three of them in order to illustrate the new societal role of modern museums.

Putting culture in the middle. In H. ), An introduction to Vygotsky (pp. 199–226). New York: Routledge. , & Koulaidis, V. (2006). School visits to a research center as a form of non-formal science education. International Journal of Learning, 12, 65–74. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit. Falk, J. , & Storksdieck, M. (2005).

Lee, S. -M. (2003). Becoming and be-longing: Learning qualitative research through legiti-mate peripheral participation. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 4(2). Matthews, R. M. (2000). Time for science education: How teaching the history and philosophy of pendulum motion can contribute to science literacy. New York: Kluwer Academic/Plenum Publishers. Piaget, J. (1969). The child’s conception of time. Translation from French. (1927). Le development de la notion de temps chez l’enfant.

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