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| Format: | Artículo científico |
| Language: | en |
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Universidad del País Vasco/Euskal Herriko Unibertsitatea
2013
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| Online Access: | https://www.redalyc.org/articulo.oa?id=17527003003 |
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Table of Contents:
- Epistemic Actions in Science Museums: Families Interacting with the Mirror Room Exhibit Diana Alderoqui-Pinus Juan-Ignacio Pozo Psicología parent Interactivity science museum exhibit design epistemic actions Interactive museum exhibits offer opportunities to manipulate and discuss phenomena. Epistemic actions relevant to the Mirror Room exhibit were identified, analyzing the exhibit’s messages and the external representations that support these activities. Exhibit elements were placed at different angles to support the conversation around the number of reflections in each corner. The effect of these external representations on the interaction of families in the Mirror Room was recorded. Geometric solids in the corners of the mirrors in the experimental group doubled the interaction time and supported epistemic actions (e. g. counting) as compared to the control group without the geometric solids. In addition, families mentioned corners or angles more frequently in the experimental situation. Based on these results, it is recommended to implement a representational analysis for the identification of specific epistemic actions in each exhibit as design guidelines. 2013 artículo científico 1136-1034 https://www.redalyc.org/articulo.oa?id=17527003003 en http://www.redalyc.org/revista.oa?id=175 Revista de Psicodidáctica application/pdf Universidad del País Vasco/Euskal Herriko Unibertsitatea Revista de Psicodidáctica (España) Num.2 Vol.18