¿Qué papel tienen las visitas escolares a los museos de ciencias en el aprendizaje de las ciencias?una revisión de las investigaciones

Referencias bibliográficas

• ALLEN, S. (2004). Designs for Learning: Studying Science Museum Exhibits that do more than entertain. Science Education, 88, S1, pp. 17-33.
• ANDERSON, D. y LUCAS, K.B. (1997). The effectiveness of orienting students to the physical features of a Science Museum prior to visitation. Research in Science Education, 27(4), pp. 485-495.
• ANDERSON, D., LUCAS, K.B., GINNS, I.S. y DIERKING, L.D. (2000). Development of knowledge about Electricity and Magnetism during a visit to a Science Museum and related post-visit activities. Science Education, 84(5), pp. 658-679.
• ANDERSON, D., LUCAS, K.B. y GINNS, I.S. (2003). Theoretical perspectives on learning in an informal setting. Journal on research in Science Teaching, 40(2), pp. 177-199.
• BEETLESTONE, J.G., JOHNSON, C.H., QUIN, M. y WHITE, H. (1998) The Science Center movement: contexts, practice, next challenges. Public Understanding of Science, 7, pp. 5-26.
• BORUN, M., MASSEY, C. y LUTTER, T. (1993). Naive knowledge and the design of science museum exhibits. Curator, 36(3), pp. 201-219.
• BRADBURNE, J.M. (1998). Dinosaurs and white elephants; the Science Centre in the 21th century. Museum Management and Curatorship, 17(2), pp. 119-137.
• BROOKE, H. y SOLOMON, J. (2001). Passive visitors or independent explorers: Responses of pupils with severe learning difficulties at an interactive science centre. International Journal of Science Education, 23(9), pp. 941-933.
• COX-PETERSEN, A.M., MARSH, D.D., KISIEL, J. y MELBER, L.M. (2003). Investigation of guided school tours, student learning and science reform recommendations at a Museum of Natural History. Journal of Research in Science Teaching, 40(2), pp. 200-218.
• CUESTA, M., DÍAZ, P., ECHEVARRÍA, I., MORENTIN, M. y PÉREZ, C. (2000). Los museos y centros de ciencia como ambientes de aprendizaje. Alambique, 26, pp. 21-28.
• DIERKING, L.D., LUKE, J.J. y BÜCHNER, K.S. (2003). Science and technology centres –rich resources for freechoice learning in a knowledge-based society. Int. Journal Technology Management, 25(5), pp. 441-459.
• DUSCHL, R.A. (1990). Restructuring science education. Teacher College Press. Nueva York: Universidad de Columbia.
• FALCAO, D., COLINVAUX, D. y KRAPAS, S. (2004). A model-based approach to science exhibition evaluation: a case study in a Brazilian astronomy museum. International Journal of Science Education, 26(8), pp. 951-978.
• FALK, J.H., MARTIN, W. y BALLING, J.D. (1978). The novel field trip phenomenon: Adjustment to novel setting interferes with task learning. Journal of Research in Science Teaching, 15(2), pp. 127-134.
• FALK, J.H., KORAN, J.J. y DIERKING, L.D. (1986). The things of science: assessing the learning potential of science museums. Science Education, 70(5), pp. 503-508.
• FALK, J.H. y DIERKING, L.D. (1992). The museum experience. Washington D.C.: Whalesback Books.
• FALK, J.H. (1997). Testing a museum exhibition design assumption: Effect of explicit labeling of exhibit cluster on visitor concept development. Science Education, 81, pp. 679-687.
• FEHER, E. y RICE, K. (1988). Shadows and anti-images: children’s conceptions of light and vision. Science Education, 72(5), pp. 637-649.
• FEHER, E. y RICE, K. (1992). Children’s conceptions of color. Journal of Research in Science Teaching, 29(5), pp. 505-520.
• FERNÁNDEZ, G. y BENLLOCH, M. (2000). Exposiciones interactivas: cómo reacciona el público. Museum Internacional, 208, 52(4), pp. 53-59.
• FINDLEN, P. (1994). Possesing nature: Museums, collecting and scientifi c culture in early modern Italy. Los Angeles: University Press
• GIL, D., VILCHES, A., GONZÁLEZ, M. y EDWARDS, M. (2004). Las exposiciones y museos de ciencias como instrumentos de reflexión sobre los problemas del planeta. Revista Eureka sobre Enseñanza y Divulgación Científi ca, 1(1), pp. 66-69.
• GILBERT, J. y PRIEST, M. (1997). Models and discourse: a primary School Science class visit to a Museum. Science Education, 81(6), pp. 629-793.
• GRIFFIN, J. y SYMINGTON, D. (1997). Moving form taskoriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), pp. 763-779.
• GRIFFIN, J. (1998). Learning science through practical experiences in museums. Internat. Journal of Science Education, 20(6), pp. 655-663.
• GUISASOLA, J. y INTXAUSTI, S. (2000). Museos de ciencia y educación científica: una perspectiva histórica. Alambique, 26, 7-14.
• GUISASOLA, J. y MORENTIN, M. (2005). Museos de ciencias y aprendizaje de las ciencias: una relación compleja. Alambique, 43, pp. 58-66.
• GUISASOLA, J., AZCONA, R., ETXANIZ, M., MUJIKA, E. y MORENTIN, M. (2005). Diseño de estrategias centradas en el aprendizaje para las visitas escolares a los museos de ciencias. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2(1), pp. 19-32, en <http://www.apac-eureka.org/ revista/Volumen2/Numero_2_1/Vol_2_Num_1.htm>.
• GUISASOLA, J., MORENTIN, M. y ZUZA, K. (2005). School visits to science museums and learning sciences: a complex relationship. Physics Education, 40 (6), pp. 544-549.
• HEIN, G.E. (1998). Learning in the Museum. Londres: Routledge.
• HENRIKSEN, E.K. y JORDE, D. (2001). High School students’ understanding of radiation and the environment: can museum play a role? Science Education, 85, pp. 189-206.
• HODSON, D. (1985). Philosophy of science, science and science education. Studies in Science Education, 12, pp. 25-57.
• HODSON, D. (1996). Practical work in school science: exploring some directions for change. Intern. Journal of Science Education, 18(7), pp. 755-760.
• HOFSTEIN, R. y ROSENFELD, S. (1996). Bringing the gap between formal and informal science learning. Studies in Science Education, 28, pp. 87-112.
• JANOUSEK, I. (2000). The context museum: Integrating science and culture. Museum International, 52(4), pp. 21-24.
• JEFFERY-CLAY, K.R. (1998). Constructivism in museum: how museum create meaningful learning environments. Journal of Museum Education, 1(3), pp. 3-7.
• KUBOTA, C.A. y OLSTAD, R.G. (1991). Effects of noveltyreducing preparation on exploratory behavior and cognitive learning in a science museum setting. Journal of research in Science Teaching, 28(3), pp. 225-234.
• KOSTER, E.H. (1999). In search of relevance: Science centers as innovators in the evolution of museums. Daedalus, 28(3), pp. 277-296.
• LEMELIN, N. y BENCZE, L. (2004). Reflection-on-action at a science and technology-museum: findings from a university museum partnership. Canadian Journal of Science, Mathematics and Technology Education, 4(4), pp. 468-481.
• LUCAS, A.M. (1983). Scientific literacy and informal learning. Studies in Science Education, 10, pp. 1-36.
• LUCAS, A.M., McMANUS, P. y THOMAS, G. (1986). Investigating learning from informal sources: Listening to conversations and observing play in science museums. European Journal of Science Education, 8(4), pp. 341-352.
• LUCAS, K.B. (2000). One teacher’s agenda for a class visit to an interactive Science Center. Science Education, 84(4), pp. 524-544.
• McCOMAS, W.F. (1998). The nature of science in science education: Rationales and strategies. Dordrect: Kluwer Academic Publishers.
• McMANUS, P.M. (1992). Topics in museums and science education. Studies in Science Education, 20, pp. 157-182.
• MEMBIELA, P. (1997). Alfabetización científica y ciencia para todos en la educación obligatoria. Alambique, 13, pp. 37-44.
• MORENTIN, M., GUISASOLA, J. (2004). Los centros de ciencia y su relación con el currículum escolar. Actas de los Encuentros de Didáctica de las Ciencias. Bilbao: Universidad del País Vasco.
• OPPENHEIMER, F. (1968). A rationale for a science museum. Curator, 11(3), pp. 206-209.
• ORION, N. y HOFSTEIN, A. (1994). Factors that influence learning during a scientific field trip an a natural environment. Journal of Research in Science Teaching, 31(10), pp. 1.097-1.119.
• ORION, N., TAMIR, P. y GIDDINGS, G.J. (1997). Development and validation of an instrument for assesing the learning environment of outdoor science activities. Science Education, 81, pp. 161-171.
• PARCERISA, A. (2006). Materiales didácticos de los museos: un recurso para el aprendizaje. Aula de innovación educativa, 148, pp. 23-27.
• PEDRETTI, E. (2002). T. Kuhn meets T. Rex: Critical conversations and new directions in science centres and science museums. Studies In Science Education, 37, pp. 1-42.
• PEDRETTI, E. (2004). Perspectives on learning through research on critical issues-based Science Center Exhibitions. Science Education, 88, S1, pp. 34-47.
• PÉREZ, C., DÍAZ, MªP., ECHEVARRÍA, I., MORENTIN, M. y CUESTA, M. (1998). Centros de ciencia: espacios interactivos para el aprendizaje. Bilbao: Universidad del País Vasco.
• PRICE, S. y HEIN, G.E. (1991). More than a field trip: science programmes for elementary school groups at museums. International Journal of Science Education, 13(5), pp. 505-519.
• RAHM, J. (2004) Multiple modes of meaning-making in a science museum. Science Education, 88, pp. 223-247.
• RAMEY-GASSERT, L. y WALBERG, H.J. (1994). Reexamining connections: museums as science learning environments. Science Education, 78(4), pp. 345-363.
• RAMEY-GASSERT, L. (1997). Learning Science beyond the Classroom. The Elementary School Journal, 97(4), p. 433-451.
• RENNIE, L.J. y McCLAFFERTY, T.P. (1996). Science centres and science learning. Studies in Science Education, 27, pp. 53-98.
• RENNIE, L.J. y JOHNSTON, D.J. (2004). The nature of Learning and its implications for Research on Learning from Museums. Science Education, 88, S1, pp. 4-16.
• SALMI, H. (2003). Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre. Internat. Journal Technology Management, 25(5), pp. 460-476.
• SHIELDS, CH.J. (1992). Science Museums: Education or Entertainment? Curriculum Review, pp. 9-12.
• SMITH, W.S., McLAUGHLIN, E. y TUNNICLIFFE, S.D. (1998). Effect on Primary level students of Inservice Teacher Education in an informal Science setting. Journal of Science Teacher Education, 9(2), pp. 123-142.
• SOLBES, J. y VILCHES, A. (1997). STS interactions and the teaching of Physics and Chemistry. Science Education, 81(4), pp. 337-386.
• STEIN, S.J. y McROBBIE, C.J. (1997). Students’ conceptions of science across the years of schooling. Research in Science Education, 27(4), pp. 611-628.
• TAL, R., BAMBERGER, Y. y MORAG, O. (2005). Guided school visits to natural history museums in Israel: Teacher’s roles. Science Education, 89(6), pp. 920-935.
• TALISAYON, V.M. (1998). Evaluation of clientele impact of science exhibits. Science Education International, 9(1), pp. 31-36.
• TOMLIN, N. (1990). Interactive science centres and the national curriculum. Journal of Education in Museums, 11, pp. 12-15.
• TUCKEY, C. (1992). Children’s informal learning at an interactive science centre. International Journal of Science Education, 14(3), pp. 273-278.
• VARELA, C., STENGLER, E. (2004). Los museos interactivos como recurso didáctico: el museo de las ciencias y el cosmos. Revista Electrónica de Enseñanza de las Ciencias, 3(1).
• WAGENSBERG, J. (2000). Principios fundamentales de la museología científica moderna. Alambique, 26, pp. 15-20.
• WAMBA, A.Mª, AGUADED, S. y CUENCA, J.M. (2006). Las actividades prácticas en museos de ciencia y centros de interpretación: ¿cómo orientarlas desde una perspectiva holística? Alambique, 47, pp. 74-81.
• WELLINGTON, J. (1990). Formal and informal learning in science: the role of the interactive science centres. Physics Education, 25, pp. 247-252.