A Chronological Study of Experiential Education in the American History
A CHRONOLOGICAL STUDY OF EXPERIENTIAL EDUCATION IN THE AMERICAN HISTORY MUSEUM Bettye Alexander Cook, B.A., M.A. Dissertation Prepared for the Degree of DOCTOR OF EDUCATION UNIVERSITY OF NORTH TEXAS December 2007 APPROVED: Gloria Contreras, Major Professor Janet Ellis, Minor Professor T. Lindsay Baker, Committee Member James Laney, Program Coordinator Leslie Patterson, Chair of the Department of Teacher Education and Administration M. Jean Keller, Dean of the College of Education Sandra L. Terrell, Dean of the Robert B. Toulouse School of Graduate Studies Cook, Bettye Alexander. A Chronological Study of Experiential Education in the American History Museum. Doctor of Education (Curriculum & Instruction), December 2007, 248 pp., references, 397 titles. This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning.
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