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

Year 2022, Volume: 4, 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

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