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La progettazione partecipata al museo: il caso MuseOmoRE per un approccio sostenibile all'educazione scientifica
Get PDFLa Convenzione di Faro (2005: art. 12) e la nuova definizione di museo ICOM (2023) convergono su una concezione del patrimonio culturale inteso come una risorsa condivisa, riconoscendo il ruolo fondamentale della partecipazione attiva della comunità per garantirne una gestione sostenibile e inclusiva.
Negli ultimi decenni, i musei scientifici hanno saputo recepire questa impostazione, trasformandosi da istituzioni orientate alla mera conservazione delle collezioni e alla trasmissione unidirezionale del sapere, in agorà e spazi di confronto con la comunità su temi di rilevanza collettiva (Einsiedel & Einsiedel, 2004: 73).
In questa prospettiva, la presente ricerca si concentra sulla progettazione partecipata di un percorso museale per il complesso Sant’Agostino di Modena, finalizzato alla valorizzazione delle collezioni scientifiche dell’Università di Modena e Reggio Emilia.
Lo scopo alla base dello studio è dunque mostrare come i musei possano impiegare metodologie partecipative per coinvolgere la comunità sin dalle fasi di ideazione di un percorso espositivo, rendendo l’offerta museale più coerente con le esigenze culturali ed educative dei propri pubblici.
La ricerca è articolata in due parti. La prima introduce l’evoluzione dei musei scientifici e le teorie dell’apprendimento ascrivibili al campo dell’educazione museale. Un approfondimento specifico è dedicato alla revisione sistematica della letteratura sui processi partecipativi nei musei scientifici, da cui emerge la carenza di studi in cui tali processi siano stati integrati fin dalle prime fasi di progettazione espositiva. La seconda parte presenta la ricerca empirica e approfondisce il Sistema MuseOmoRE e le fasi di co-progettazione.
Lo studio ha coinvolto un gruppo di ricerca interdisciplinare, costituito da docenti universitari di discipline scientifiche e pedagogiche, esperti museali e ricercatori, insieme a un gruppo di insegnanti di scienze delle scuole primarie di Modena e Reggio Emilia, principale pubblico dei musei universitari di Modena.
Nella fase d’indagine è stato adottato il metodo misto con l’integrazione di dati quantitativi e qualitativi (Tashakkori & Creswell, 2007: 4), raccolti attraverso 103 questionari online e 20 interviste semi-strutturate rivolte ai docenti della scuola primaria.
L’analisi dei dati ha consentito di approfondire diversi aspetti della didattica delle scienze e le esigenze educative dei docenti, contribuendo alla definizione di possibili orientamenti e proposte educative per la nuova area espositiva. È emerso, in particolare, che i docenti attribuiscono priorità alla dimensione esperienziale (hands-on), privilegiando l’uso di strumenti scientifici e attività manipolative rispetto all’uso di tecnologie digitali. È stata inoltre evidenziata la necessità di rende il museo un luogo accessibile dal punto di vista cognitivo mediante l’utilizzo di linguaggi alternativi come la CAA (Comunicazione Alternativa Aumentativa).
Sotto il profilo dei contenuti, i docenti indicano lo studio del corpo umano come l’ambito in cui gli studenti incontrano maggiori difficoltà (19%), ma anche come uno dei temi più rilevanti per la nuova area espositiva (11,1%), insieme a temi quali la sostenibilità (10,5%), i cambiamenti climatici (8,6%) e la tutela della biodiversità (6,8%).
Il presente progetto di ricerca si configura come uno studio pilota sulla co-progettazione museale, mettendo in evidenza, da un lato, il valore del coinvolgimento della comunità nella gestione condivisa del patrimonio sin dalle fasi ideative di un percorso museale, e dall’altro, come il museo possa divenire un ambiente inclusivo, rispondendo così alla sua funzione di risorsa fondamentale per l’apprendimento e la formazione continua della comunità (Xanthoudaki, 2013: 80).The Faro Convention (2005: art. 12) and the new ICOM museum definition (2023) converge on a conception of cultural heritage as a shared resource, recognizing the fundamental role of active community participation in ensuring its sustainable and inclusive management.
In recent decades, science museums have embraced this approach, transforming from institutions focused solely on the conservation of collections and the unidirectional transmission of knowledge into forums and spaces for dialogue with the community on issues of collective relevance (Einsiedel & Einsiedel, 2004: 73).
From this perspective, the present research focuses on the participatory design of a museum exhibition for the Sant’Agostino complex in Modena, aimed at enhancing the scientific collections of the University of Modena and Reggio Emilia.
The aim of the study is thus to demonstrate how museums can employ participatory methodologies to involve the community from the earliest stages of exhibition planning, making the museum offer more consistent with the cultural and educational needs of their audiences.
The research is divided into two parts. The first introduces the evolution of science museums and learning theories in the field of museum education. A specific section is dedicated to a systematic literature review on participatory processes in science museums, which highlighted a lack of studies in which such processes have been integrated from the initial stages of exhibition design. The second part presents the empirical research and explores the MuseOmoRE System and the phases of co-design.
The study involved an interdisciplinary research group composed of university professors in scientific and pedagogical disciplines, museum experts and researchers, along with a group of primary school science teachers from Modena and Reggio Emilia, the primary audience of Modena’s university museums.
During the investigation phase, a mixed-method research approach was adopted, integrating quantitative and qualitative data (Tashakkori & Creswell, 2007: 4), collected through 103 online questionnaires and 20 semi-structured interviews with primary school teachers.
The data analysis made it possible to explore various aspects of science education and teachers’ educational needs, contributing to the definition of potential guidelines and educational proposals for the new exhibition area. In particular, it emerged that teachers prioritize the experiential dimension (hands-on), favoring the use of scientific tools and manipulative activities over the use of digital technologies. Additionally, the need to make the museum cognitively accessible through the use of alternative communication methods such as AAC (Augmentative and Alternative Communication), was highlighted.
From a content perspective, teachers indicated that the study of the human body represents one of the areas where students encounter the greatest difficulties (19%). However, it is also one of the most relevant topics for the new exhibition area (11.1%), along with the themes of sustainability (10.5%), climate change (8.6%), and biodiversity conservation (6.8%).
This research project is a pilot study on museum co-design, highlighting, on one hand, the value of community involvement in the shared management of heritage from the ideation stages of a museum pathway, and on the other, how the museum can become an inclusive environment, thus fulfilling its function as a key resource for community learning and lifelong education (Xanthoudaki, 2013: 80)
Tonsillectomy efficacy in children with PFAPA syndrome is comparable to the standard medical treatment: a long-term observational study
No full textTonsillectomy has recently been suggested as an effective treatment for PFAPA syndrome but little is known about its long-term efficacy. We compared the clinical features and the long-term outcome of a large cohort of patients with PFAPA syndrome treated with tonsillectomy or with standard medical treatment
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Congenital absence of gluteal muscles without spina bifida occulta: the first case report
No full textDispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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