Müze Eğitimciliğinde Aktif Öğrenmenin Mimarlığa Yansıması Olarak Bilim Müzelerinin Bilim Merkezlerine Dönüşümü

Year 2022, , 34 - 54, 30.11.2022

Hilal Kaya Dilmen , Nazan Kırcı

https://doi.org/10.51637/jimuseumed.1074224

Abstract

Müzeler topladıkları önemli eserleri korumanın yanı sıra, sergiler aracılığı ile koleksiyonları hakkında ziyaretçilerine bilgi verme işlevleri taşımaktadır. Bu özellikleri ile kültürel eğitim ortamları olan müzelerin, koruma odaklı ya da eğitim ağırlıklı yaklaşımlarındaki farklılıklar dikkat çekmektedir. Nesneleri korunmanın ön planda olduğu müzelerde, eserler ziyaretçiden olabildiğince uzak tutularak sergilendiğinden, ziyaretçiler pasif bir izleyen rolüne konumlanmaktadır. Diğer grup olan eğitici misyonu önceleyen müzelerin, öğrenme yöntemlerine dair yapılan çalışmalardan nasıl etkilendiği ise araştırmanın sorusu olmuştur. Bu nedenle, öncelikle, güncel bir yaklaşım olan aktif öğrenme, yapılandırmacı ve deneysel öğrenme yöntemleri araştırılmış, müze kurgusu ve ziyaretçi ile ilişkisi incelenmiştir. Ardından eğitim misyonu baskın olan bilim müze ve merkezleri bu bakış açısı ile irdelenmek üzere seçilmiştir. Seçilen örnekler, sergileme yöntemleri ve mimari kurguları açısından incelenmiştir. Bu müzelerde, ziyaretçiye aktif katılım imkânı sunulurken, çoklu duyusal deneyime önem verildiği gözlenmiştir. Hem bu deneyimler, hem de müzelere eklenen yeni program ve fonksiyonlar aracılığı ile ziyaretçi ve müze arasında güçlü bir bağ oluştuğu anlaşılmıştır. Bu tür müzelerin mimari kurgularında, serginin her seferinde yeni deneyimler sunmaya elverişliliği önem kazanmaktadır. Mekânsal olarak değişebilirlik potansiyelleri barındırmanın ve deneyimi destekleyen mimarlık teknolojilerini kullanmanın önemi anlaşılmıştır.

Keywords

Bilim müzesi, müzede eğitim, aktif öğrenme, deneyim

Transformation of Science Museums into Science Centers as a Reflection of Active Learning in Museum Education on Architecture

Abstract

In addition to preserving the important works they contain, museums have the function of informing their visitors about their collections through exhibitions. With these features, the differences in the conservation-oriented or educational-oriented approaches of the museums, which are cultural-educational environments, draw attention. In museums where protection is at the forefront, visitors are positioned as a passive observer as the works are kept as far away from the visitor as possible. The question of the research is how museums, which are the other group, prioritizing the educational mission, are affected by the studies on learning methods. For this reason, active learning, constructivist and experiential learning methods, which are a current approach, have been researched and the relationship between the museum setup and the visitor has been examined. Then, science museums with a dominant educational mission were selected to be examined with this perspective Science Museums have been examined in terms of exhibition methods and architectural constructs. In these museums, it has been observed that multi-sensory experience is given importance while providing the opportunity for active participation to the visitor. It has been understood that there is a strong bond between the visitor and the museum, both through these experiences and the new programs and functions added to the museums. In the architectural setups of such museums, the importance of the exhibition's ability to offer new experiences each time, its spatial flexibility, the potential for changeability, and the architectural technologies that support the experience have been understood.

Keywords

Science Museum, Education in Museum, Active Learning, Experience

References

• Allen, S. (2004). Designs for learning: Studying science museum exhibits that do more than entertain. Science education, 88(S1), S17-S33. https://doi.org/10.1002/sce.20016
• Artun, A. (2006). Sanat Müzeleri-1 Müze ve Modernlik. İstanbul: İletişim Yayınları.
• Aydınlı, S. (2015). The Constructivist Paradigm in Design Education: 'Learning to Learn'. Tasarım+ Kuram, Mimar Sinan Fine Arts University-Journal of the Faculty of Architecture, 11(20), 1-18.
• Chatterjee, H. J., & Hannan, L. (2016). Engaging the senses: object-based learning in higher education: Routledge.
• Dewey, J. (2007). Experinence and Education. Sinan Akıllı, çev. Ankara: METU Press.
• Falk, J. H. (2016). Identity and the museum visitor experience: Routledge.
• Falk, J. H., & Storksdieck, M. (2005). Learning science from museums. História, ciências, saúde-Manguinhos, 12, 117-143.
• Frampton, K. (2002). Corporeal experience in the architecture of Tadao Ando. Body and Building: essays on the changing relation of body and architecture, 304-318.
• Gibbs, K., Sani, M., & Thompson, J. (2007). Lifelong learning in museums: a European handbook: Edisai.
• Hein, G. E. (2006). Museum education. A companion to museum studies, 340-352.
• Hooper-Greenhill, E. (1999a). The educational role of the museum: Psychology Press.
• Hooper-Greenhill, E. (1999b). Museum And Gallery Education, ed. B. Onur. (E. G. K. Meltem Örge Evren, Trans.). Ankara: Ankara University Child Culture Research and Application Center Publications. (Ankara Üniversitesi Çocuk Kültürü Araştırma ve Uygulama Merkezi Yayınları.)
• Kandemir, Ö., & Özlem, U. (2015). Changing Museum Concept And Design Principles For Creating Contemporary Museum. Anadolu University Journal of Art & Design, 5(2), 17-47. https://hdl.handle.net/11421/23399
• Karadeniz, C. (2018). Museum Culture Society. (Müze Kültür Toplum) Ankara: İmge Publisher.
• Karadeniz, C., Okvuran, A., Artar, M., & Çakır İlhan, A. (2015). Contemporary Approaches and Museum Educator within the Context of New Museology. Ankara University, Journal of Faculty of Educational Sciences, 48(2), 203-226 https://doi.org/10.1501/Egifak_0000001371
• Karakaş, S. (2020) Education in Science and Technology Museums. Journal of International Museum Education, 2(1), 62-78. https://dergipark.org.tr/en/pub/jimuseumed/issue/54620/817835
• Kırcı, N. (2013). How the Student Learns and How the Tutor Assesses. Saarbrücken: Lambert Academic Publishing.
• Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 1(8), 227-247.
• Onur, B. (2012). The contemporary museum, education, and development: an introduction to museum psychology. Ankara: İmge Publisher. (Çağdaş müze, eğitim ve gelişim: müze psikolojisine giriş)
• Özdemir, N. (2017). Architectural Analysis of University Museums as A New Learning Enviroment. Dokuz Eylül University. Institute of Science
• Pallasmaa, J. (2012). The eyes of the skin: architecture and the senses. John Wiley & Sons.
• Pallasmaa, J. (2019). Design for sensory reality: From visuality to existential experience. Architectural Design, 89(6), 22-27.
• Ponty, M. M. (2005). Algılanan dünya. Ö. Aygün (çev.). İstanbul: Metis Yayınevi.
• Reeve, J., & Woollard, V. (2006). Influences on museum practice. The responsive museum: Working with audiences in the twenty-first century, 5-17.
• Soltani, S., & Kirci, N. (2019). Phenomenology and Space in Architecture: Experience, Sensation and Meaning. International Journal of Architectural Engineering Technology, 6, 1-6. : http://dx.doi.org/10.15377/2409-9821.2019.06.1
• Thematic Museums. (2012). DesignMedia Publishing Limited.
• URL-1. Wikipedia, Museum of Science. https://en.wikipedia.org/wiki/Museum_of_Science_(Boston)#Exhibit_halls
• URL-2. Museum of Science. https://www.mos.org/
• URL-3. Arcdaily.Experimentarium/CEBRA. https://www.archdaily.com/804130/experimentarium-cebra
• URL-4. Tripadviser, Experimentarium. https://www.tripadvisor.com/Attraction_Review-g1571712-d245027-Reviews-Experimentarium-Hellerup_Gentofte_Municipality_Copenhagen_Region_Zealand.html
• URL-5. Experimentarium Web Site. https://www.experimentarium.dk/en/
• URL-6. Welios Science Centre https://www.welios.at/en/
• URL-7. Arcdaily, OÖ Science-Center Wels I / Archinauten Dworschak + Mühlbachler ZT Gmbh. https://www.archdaily.com/169259/oo-science-center-wels-i-archinauten-dworschak-muhlbachler-zt-gmbh
• Woollard, V., & Moffat, H. (1999). Museum and gallery education: A manual of good practice: Rowman & Littlefield.