Interactive science museums as educational environments
DOI:
https://doi.org/10.32405/2309-3935-2023-1(88)-28-37Keywords:
science education, interactive science museum, science popularisation, education for sustainable development, museum pedagogy, non-formal education, interpreter, STE(A)MAbstract
In the context of global transformational processes, museum spaces are gaining in popularity and relevance, differing from classical museums not only in terms of the objects and conditions of the expositions, but also in terms of the principles underlying them and the goals of their creation. Interactive science museums (ISMs) have been the most developed in this area, as they have been distinguished from the very beginning of their existence by their originality, visibility, and great potential to encourage and interest not only their visitors but also their developers. Through the prism of studying the retrospective aspect of the creation and development of the ISM concept, their role in the implementation of the communicative model in the modern museum and pedagogical space is shown.
The concept of interactivity as a relevant, promising model is substantiated, which moves the modern museum space to new positions in non-formal education, gives the museum environment greater prospects for attracting visitors promotes the development of communication between participants in the process during the joint experience and vivid impressions associated with their own knowledge experience and enriches it. The SWOT characterisation of the learning environment of the ISM is carried out and the prospects for their development are outlined.
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