Approcci e modelli di design based research applicati a una piccola realtà museale

Autores

  • Sara Perrella Università di Foggia, Foggia, Italia.
  • Pierpaolo Limone Università di Foggia, Foggia, Italia.

DOI:

https://doi.org/10.20952/revtee.v13i32.14300

Palavras-chave:

Design Based Research; Pequenos museus; Percurso educativo; Aprendizagem ; Cultura digital

Resumo

This contribution is based on a theoretical-methodological analysis related to Design Based Research (DBR), with a focus on the educational design process for museum exhibitions, exploring the current state of design research regarding small-sized museums in the perspective of education. The considerations on these theoretical-methodological approaches derive from the study of a specific case: the Museu do Brinquedo da Ilha de Santa Catarina, a small museum located on the campus of the Universidade Federal de Santa Catarina (UFSC), in Brazil. Design Based Research (DBR) is an important methodology, as it empirically blends educational research and design regarding learning environments, and is fundamental to understanding how, when and why innovations work in practice. The museum is also experiencing a transformative phase and digital technologies play a crucial role, generating new languages and experiments that increase levels of engagement with works of art. The web and the technological tools in the didactic field, in this sense, to be effective, must be declined in the context, through practice. The emphasis is on an iterative research process that does not just evaluate an innovative product or intervention, but systematically attempts to refine the innovation, while producing design principles that can guide similar research and development activities. Research in the field of education has proved to be very productive, raising various questions and generating new insights into the future of museum and also educational design.

Downloads

Não há dados estatísticos.

Biografia do Autor

Sara Perrella, Università di Foggia, Foggia, Italia.

Doutora em Cultura, Educação, Comunicação pela Universidade de Foggia. Formada em comunicação social e pública na Universidade de Bolonha, obteve um diploma de pós-graduação como especialista em modelos, conteúdos e formatos de treinamento para smart education. Minha pesquisa de doutorado se concentra em museus digitais abertos como uma ferramenta para promover a dinâmica cultural inclusiva. Também trabalho no centro de elearning da Universidade de Foggia (CEA) como web e instructional designer das plataformas digitais institucionais.

ORCID: https://orcid.org/0000-0002-5366-7672

Pierpaolo Limone, Università di Foggia, Foggia, Italia.

Reitor e professor titular de pedagogia experimental na Universidade de Foggia, Itália. Meu trabalho científico lida principalmente com pesquisa aplicada na área de mídia digital e educação. Como diretor do laboratório de “Pesquisa educacional e design de interação” (ERID LAB), coordeno uma equipe de pesquisadores educacionais criativos que trabalham no campo da educação digital. Realizamos vários estudos que aspiram a aprimorar as experiências de aprendizagem nos contextos património cultural, museus, ensino superior e escolas. Sirvo como presidente do consórcio internacional de doutorado em “Cultura, educação, comunicação” e vice-presidente da sociedade italiana de pesquisa em mídia e educação (SIREM).

ORCID: https://orcid.org/0000-0003-3852-4005  

Referências

AKKERMAN, Sanne; BAKKER, Arthur. Boundary crossing and boundary objects. Review of Educational Research , 81(2), 132-169, 2011.
AMIEL, Tel; REEVES, Thomas C. Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11 (4), 29-40, 2008.
BROWN, Ann L. Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2 (2), 141-178,1992.
COBB, Paul; GRAVEMEIJER, Koeno (2008). Experimenting to support and understand learning processes. In KELLY Anthony E.; LESH, Richard L. & BAEK, Jhon Y. (Eds.), Handbook of design research methods in education. Innovations in science, technology, engineering and mathematics learning and teaching (pp. 68-95). Mahwah, NJ: Lawrence Erlbaum Associates, 2008.

DESIGN-BASED RESEARCH COLLECTIVE. Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8, 35-37, 2003.
GIACCARDI, Elisa; PALEN, LEysia, The social production of heritage through cross-media interaction: making place for place-making. International Journal of Heritage Studies, 14 (3), 282-298, 2008.
HAUSER, Walter; NOSCHKA-ROOS, Annette; REUSSNER, Eva; ZAHN, Carmen Design-based research on digital media in a museum environment. Visitor Studies, 12(2), 182-198, 2009.
JENKINS, Henry; CLINTON, Katie; PURUSHOTMA, Ravi; ROBISON, Alice J.; WEIGEL, Margaret Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: John D. and Catherine T. MacArthur Foundation, 2008.
KUMPULAINEN, Kristiina & LIPPONEN, Lasse. Crossing boundaries: Harnessing funds of knowledge in dialogic inquiry across formal and informal learning environments. In P. Jarvis & M. Watts (Eds.), The Routledge International Handbook of Learning, 112-125. London: Routledge, 2012.
LEINHARDT, Gaea; CROWLEY, Kevin; KNUTSON, Karen (Eds.). Learning conversations in museums. Mahwah, NJ: Erlbaum, 2002.
LÉVY, Paul. The Creative Conversation of Collective Intelligence. In A. Delwiche & D. Henderson (Eds.), The Participatory cultures handbook, 99-108. New York: Routledge, 2013.
LILJESTRÖM, Anu; ENKENBERG, Jorma; PÖLLÄNEN, Sinikka . Making learning whole: An instructional approach for mediating the practices of authentic science inquiries. Cultural Studies of Science Education, 8(1), 51–86, 201.3
PAAVOLA, Sami; ENGESTRÖM, Ritva; HAKKARAINEN, Kai. Trialogical approach as a new form of mediation. In MORSH, Anders; MOEN, Anne; PAAVOLA, Sami. (Eds.) Collaborative knowledge creation: Practices, tools, and concepts, 1-14.Rotterdam: Sense Publishers, 2012.
AUTORE XXX. Una esperienza di digital curatorship in un contesto multiculturale. In Proceedings della Conferenza Internazionale Ememitalia 2019, 2019.
AUTORE XXX; FANTIN, Monica; PIANCENTINI, Telma. La progettazione di un modello interattivo e digitale di fruizione museale: l’esperienza del Museu do Brinquedo. Prsentazione in SIREM, 2019. Università a Sapienza, Roma, 2019.
PROSSER, Dominic; EDDISFORD, Susan. Virtual museum learning. Information Technology in Childhood. Education Annual, 1, 281–297, 2004.
REEVES, Thomas. Design research from a technology perspective. In AKKER Van Der (Eds.), Educational design research, 52–66. London: Routledge, 2006.
ROWE, Shawn. The Role of Objects in Active, Distributed Meaning-Making. In PARIS, Scott (Ed.), Perspectives on object-centred learning in museums, 19-35. Mahwah: Lawrence Erlbaum Associates, 2002.
SANTOS, Boaventura de Sousas; MENESES, Maria Paula (orgs). Epistemologias do Sul. São Paulo: Cortez, 2010.
SCHAUBLE, Leona; LEINHARDT, Gaea; MARTIN, Laura. A framework for organizing a cumulative re- search agenda in informal learning contexts. Journal of Museum Education, 22 (2), 3-8, 1997.
VYGOTSKY, Lev, S. Thought and language. Cambridge, MA: MIT Press, 1978.
WELLS, Gordon. Dialogue, inquiry and the construction of learning communities. In LINGARD, Bob; NIXON, Jon; RANSON Stewart (Eds.), Transforming Learning in Schools and Communities: The Remaking of Education for a Cosmopolitan Society, 236-256. London: Continuum, 2008.
WERTSCH, James. V. Mediation. In DANIELS, Harry (Eds.), The Cambridge Companion to Vygotsky, 178-192. Cambridge: Cambridge University Press, 2007.
WERTSCH, James V.; DEL RIO, Pablo, & ALVAREZ, Amelia. Sociocultural studies: History, action, and mediation. In J WERTSCH, James V.; DEL RIO, Pablo, & ALVAREZ (Eds.), Sociocultural studies of mind, 1-34. New York: Cambridge University Press, 1995.

Downloads

Publicado

2020-11-05

Como Citar

Perrella, S., & Limone, P. (2020). Approcci e modelli di design based research applicati a una piccola realtà museale. Revista Tempos E Espaços Em Educação, 13(32), 1–16. https://doi.org/10.20952/revtee.v13i32.14300

Edição

Seção

Publicação Contínua