Tunnicliffe, SD;
(2017)
Gender Differences Reflected in Conversations at Exhibits.
In: Patrick, PG, (ed.)
Preparing Informal Science Educators: Perspectives from Science Communication and Education.
(pp. 225-241).
Springer: Cham, Switzerland.
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Abstract
This chapter considers the remarks of school children taken on visits to animals as exhibits as revealed by analysis of their transcribed conversations and the effect of the adult with them aid wither they are in single gender for mixed groups. Some of their learning is in the home and their everyday surroundings, where they notice organism of their locality as well, as exotic species through various forms of media. Furthermore, adults may take them to museums, natural history museums and farms where they encounter animals not seen in their everyday lives. In some museums or wildlife parks they see skeletons of vertebrates and try to make sense of such. When a visit to a museum or other venue with animals exhibits, alive or preserved, they interpret with their existing knowledge. It is vital for teachers and museums to recognize the voice of the child in their spontaneous interpretation of everyday phenomena in the zoos, aquaria a natural history museums, and parks, field and nature centers. Children firstly recognize an animal and name it to the nearest fit their own knowledge enables, then they describe silent features and on observable behaviors, usually in an anthropomorphic manner. In location exhibits they can identify relationships between organisms and some topographical features, in essence they interpret that which they see with narrative. The comments of boys and girls neither are not exactly the same nor are those from groups with adults and without adults. Whether the adult is a teacher or a chaperoned also affects the conversational content.
| Type: | Book chapter |
|---|---|
| Title: | Gender Differences Reflected in Conversations at Exhibits |
| ISBN-13: | 9783319503967 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-319-50398-1_12 |
| Publisher version: | https://doi.org/10.1007/978-3-319-50398-1_12 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Super Ordinate Category, Informal Science, Museum Visit, Emotive Comment, Inherent Interest |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1502121 |
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