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Learning on Display: Student-Created Museums That Build Understanding


reviewed by Julia Borst Brazas — September 25, 2006

coverTitle: Learning on Display: Student-Created Museums That Build Understanding
Author(s): Linda D’Acquisto
Publisher: Association for Supervision and Curriculum Development, Alexandria, VA
ISBN: 1416602852, Pages: 190, Year: 2006
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There is no better curriculum resource than the museum for engaging multiple intelligences and learning styles, developing critical and visual thinking skills, and delivering multicultural education and constructivist learning experiences.  Museums are also the sites for future careers, leisure activity, social interaction, and civic participation.  Early positive experiences with museums and visitation habits formed during childhood might foster development of lasting relationships between museums and their future visitors (Kindler & Darras, 1997).  This relationship is important because museums offer important opportunities for the development of skills for a lifetime of learning (Vallance, 1995).  Unfortunately, research in museum visitor studies suggests that the traditional field trip is equivocal in its value to shape students into future museum visitors (Griffin, 2004), in part because of students’ desire for choice and autonomy as part of their museum experience (Jensen, 1994).   A potentially enduring museum experience is presented by Linda D’Acquisto in her book,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 25, 2006
http://www.tcrecord.org ID Number: 12731, Date Accessed: 10/20/2017 6:49:14 AM

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About the Author
  • Julia Brazas
    University of Chicago
    E-mail Author
    JULIA BORST BRAZAS is Director of the Chicago WebDocent Project, an initiative of the Chicago Public Schools/University of Chicago Internet Project and eight Chicago cultural institutions to develop standards-based online curriculum materials related to museum exhibits. Her research interests are the democratization of culture, technology and social justice, and the school life of minority and low-income children who live nearby Chicago’s museum campus.
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