Thesis (M. Arch.)--University of South Florida, 1999. / Online version available on World WideWeb. Includes bibliographical references (leaf 49).

This thesis adopts a primarily process-based methodology to put a museum in its place as a site of knowledge-making. It examines the practices of space which were productive of a government-funded (‘national’) museum in Edinburgh. Taking a spatial perspective, and recognising that place is both material and metaphorical, the thesis explores how the Museum’s material and intellectual architectures were produced over the period 1854-1939. The thesis is concerned to bring into focus the dynamic processes by which the Museum was in a continual state of becoming; a constellation of tangible and intangible objects constantly being produced and reproduced through mobility of objects, people and ideas. Its concern is to chart the flows through space which produced the Museum. The thesis comprises nine chapters. An introduction and a literature review are followed by chapters concerned, respectively, with the built space of the museum and with the people who worked there. A further three chapters consider the nature of that work and the practices of space which constituted the processes of collecting, displaying, and educating, whilst another focuses on visiting. The final chapter discusses how the analysis has constructed the museum as constituted through a complex diversity of material and metaphorical settings on a variety of geographical scales. This critical scrutiny of the museum has, in turn, brought to the fore the place of the Museum in contributing to civic and national identity. Through a case-study of a particular museum, the concern has been to explore how critical geographies of science may be applied to the examination of a museum. In particular the thesis examines how contextual concepts developed largely in conscribed sites such as laboratories apply to a public site such as a museum. The thesis suggests that the ordering terms ‘space’ and ‘place’, combined with a focus on practice and performance, may have more general application in constructing an historical geography of museums as sites of production and consumption of scientific knowledge.

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, August 2003. / Includes bibliographical references. Also available on the Internet.

Η παρούσα διπλωματική εργασία αφορά τη σχεδίαση και υλοποίηση μίας εφαρμογής smartphone σε περιβάλλον iOS, η οποία έχει ως σκοπό την προβολή των δραστηριοτήτων του Μουσείου Επιστημών και Τεχνολογίας (Μ.Ε.Τ) που βρίσκεται στον χώρο του Πανεπιστημίου Πατρών. Πιο συγκεκριμένα, παρέχει γενικές και χρήσιμες πληροφορίες σχετικά με το Μ.Ε.Τ, σύντομη εικονική ξενάγηση στους εκθεσιακούς του χώρους, διευκόλυνση πρόσβασης σε αυτό αλλά και δυνατότητα ενημέρωσης περί των εκδηλώσεων που φιλοξενεί. / This diploma dissertation concerns the development of a smartphone application on the iOS platform, aiming to introduce the user to the activities of the Museum of Science and Technology which is located in the University of Patras district. In particular, it provides general and useful information about the Museum, short virtual tour at its showrooms, easy access to it and the ability to stay informed of the various events it hosts.

Thesis (M. Arch.)--Carleton University, 2005. / Includes bibliographical references (p. 121-122). Also available in electronic format on the Internet.

Title from PDF of submission page. / Document formatted into pages; contains 49 pages. / Thesis (M. Arch.)--University of South Florida, 1999. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Civilization seems barely able to keep up with the new information technology. Therefore, I propose a place where the technologies of the future may be interacted with like the comfortable knowledge of the past. I propose a place where technology may be interacted on as in the realm of the past with the doors of the future ahead. The Museum of Science and Industry, where the grasp of our technological history is displayed, would be an ideal site for the creation of a Prototypical Computer Museum. With its close proximity to the University of South Florida, resources and participants would be abundant. The Prototypical Computer Museum will be a place where the education and explanation of new technology is continued. / This would also provide an arena for the development and interaction of state-of-the-art computer technologies and will be considered the cultural centerpiece for the new millenium. Activities at this Multi-Media Center range from basic explanations of initial computer inventions to on-site research and development of future technologies. Permanent and traveling exhibitions would attract and expose people of all ages to the new waves of technological devices and inventions that engulf our daily activities. This simple ideal is blanketed with a variety of complicated sociological issues that will be addressed throughout the thesis research and its fruition. The fundamental paradox is the borderlessness of the technology, which is continually at odds with the structures housing and exhibiting such technologies. Another major concern is the development of virtual reality and its dwindling necessity for the development of the architecture that contains it. / This is a technology that is accessible anywhere but located nowhere. As Otto Riewoldt states, "By reacting to the digital dematerialization of the world, architecture becomes increasingly individualized."1 In the words of American architectural critic Herbert Muschamp, "subjectivity takes command. Like surrealists these architects seem determined to blur the border between waking reality and the dream state." / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Orientador: Prof. Dr. Claudio Luís de Camargo / Tese (doutorado) - Universidade Federal do ABC. Programa de Pós-Graduação em Energia, 2014. / A energia é um elemento importante na sociedade hodierna, pois ela é necessária para a realização de várias tarefas. Devido a sua relevância, a questão energética vem ganhando cada vez mais destaque na agenda social e tem influenciado os conteúdos tratados pela educação. Atualmente, existem alguns trabalhos acadêmicos que analisam a questão energética na esfera da educação formal, mas há escassez de pesquisas sobre o tema na educação não formal. Tendo isto em vista, a presente tese apresenta um estudo sobre a abordagem dada ao tema energia na esfera da educação não formal, com o objetivo de analisar como os museus de ciência abordam a questão energética e qual é a contribuição que trazem para a formação de um cidadão que utilize a energia de forma racional. Para isso, fez-se um estudo de caso em três museus: Estação Ciência -USP, Sabina Escola Parque do Conhecimento e Catavento Cultural e Educacional, além de uma análise da exposição Energia ocorrida no Sesc Itaquera. Para obtenção dos dados, realizou-se entrevistas, visitas e observações nas instituições. Foi feita uma catalogação das atrações presentes nas exposições e, ao final da pesquisa, constatou-se que a maioria dos visitantes não percebe a abordagem do tema energia em várias das atrações das exposições. / Energy is an important element in current society because it is necessary to perform various tasks. Due to its importance, the energy issue is gaining more importance in the social agenda and has influenced the education. Currently, there are few academic papers that analyze the energy issue in the sphere of formal education, but there is scant research on the subject in non-formal education. With this in mind, this thesis presents a study on the approach of the energy in the sphereof non-formal education, with the aim of examining the approach of the energy issue in science museums and what contribution they bring to the promotion of rational use of energy. For this, the author of this thesis made a case study in three museums: Estação Ciência -USP, Sabina Parque Escola do Conhecimento and Catavento Educacional e Cultural. He too analyzed the exhibition held at SESC Itaquera about Energy. To obtain the data, the author held interviews, visited the museums and observed the institutions. The researcher created a list of eachoneof the attractionspresent in theexpositionsand concluded thatmost visitorsdo not noticethe approachof theenergythemein manyof the attractionsof the science museums.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-23T15:05:54Z No. of bitstreams: 1 deniseleocadio.pdf: 2450642 bytes, checksum: 87a088a1c0a098937cfa95ad140c16b4 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Corrigir: centro de ciências da UFJF para Centro de Ciências da UFJF on 2016-10-04T15:53:48Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-04T17:07:40Z No. of bitstreams: 1 deniseleocadio.pdf: 2450642 bytes, checksum: 87a088a1c0a098937cfa95ad140c16b4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-05T11:29:57Z (GMT) No. of bitstreams: 1 deniseleocadio.pdf: 2450642 bytes, checksum: 87a088a1c0a098937cfa95ad140c16b4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-05T11:30:04Z (GMT) No. of bitstreams: 1 deniseleocadio.pdf: 2450642 bytes, checksum: 87a088a1c0a098937cfa95ad140c16b4 (MD5) / Made available in DSpace on 2016-10-05T11:30:04Z (GMT). No. of bitstreams: 1 deniseleocadio.pdf: 2450642 bytes, checksum: 87a088a1c0a098937cfa95ad140c16b4 (MD5) Previous issue date: 2015-09-28 / Neste trabalho, apresentamos uma investigação na área de Educação em Ciências, mais precisamente sobre museus e centros de ciências e sua relação com a escola. Os museus e centros de ciências comunicam-se com o público por meio de exposições, objetos e desempenho de atividades, as quais percebemos não possuírem um sentido unívoco, que está posto, ou seja, deve ser interpretado por quem visita, produzindo sentidos conforme o histórico de leituras do visitante e suas condições de produção. Diante disso, embasamos a pesquisa na Análise de Discurso de Linha Francesa como referencial teórico-metodológico, lançando mão dos conceitos de leitura, condições de produção do discurso, formação discursiva e interdiscurso. Por meio da revisão da literatura, buscamos a articulação entre o museu ou centro de ciências, no que diz respeito à visitação e à escola, investigando suas inter-relações. Propomo-nos a conhecer as condições de produção dos discursos dos professores de ciências, do 6º ao 9º ano do Ensino Fundamental, sobre museus e centros de ciências, além de identificar suas leituras ao visitar o Centro de Ciências da UFJF com seus alunos. Do ponto de vista metodológico, aplicamos um questionário pré-visita a quatro professores e, após a visita, realizamos entrevistas semiestruturadas com gravação em áudio, as quais foram transcritas. A partir do corpus teórico, empírico e referencial teóricometodológico, realizou-se a análise. Em termos gerais, constatamos que os professores pesquisados buscam, principalmente, uma complementação ao que é abordado em sala de aula e muitos são os dilemas enfrentados para que a visita ocorra, entre eles, por exemplo, o custeio do transporte. Despertar o interesse, aguçar a curiosidade, provocar engajamento tanto físico, quanto mental e intelectual na dimensão científica é um dos objetivos do Centro de Ciências e também foi uma das leituras apresentadas pelos professores, que reconhecem a importância da motivação para o aprendizado. Os professores não realizam visitas prévias ao local antes de levarem seus alunos, mesmo em exposições ou atividades novas. A “conversa” é a principal atividade entre professores e alunos antes e depois da visita, como forma de preparar ou finalizar a visitação. O estudo mostrou-se importante para mapear essas leituras, que se revelaram parafrásticas, e apontam para a necessidade de se pensar ações no sentido de promover um diálogo entre as duas instituições, a fim de que se produzam sentidos mais polissêmicos. / The present work aims to present an investigation in the science education area, precisely concerning museums and science centers, and their relation with the school. The mentioned spaces can communicate with the public through expositions, objects and the realization of activities, which are observed to have not only one, already posed, meaning, i.e., a meaning to be interpreted by the visitor, but are open to the possibility of producing different meanings according to the visitor’s reading history and conditions of production. Faced with these facts, this work’s methodological and theoretical basis is the French Speech Analysis, of which will be used the reading concepts, speech production conditions, speech formation, and inter-speech. Through a revision of the literature, we search for an articulation between the museum or science center concerning the visitation and the school, by investigating its inter-relations. Our proposition is to get to know the speech production conditions of the Junior School Science teachers about museums and science centers, alongside with the attempt to identify their readings on visitations with the students to the UFJF’s Science Center. Concerning our methodological point of view, we applied a pre-visitation survey to four teachers and after the visitation we realized semi structured and audio-recorded interviews, which were later transcript. The analysis was made considering the theoretical, empirical and referential corpus. Broadly speaking, it was possible to establish that the teachers who were part of the research aim mainly to find a complementary element to what is approached in classrooms; what was also noted was that there are many dilemmas for the visitation to take place, e. g., transportation defrayal. Awaken the students’ interest, sharpen their curiosity, provoke their physical, psychological and intellectual engagement – these are some of the objectives behind the existence of the Science Center, and they were also mentioned in the teachers’ readings, while acknowledging the importance of motivation in learning. The teachers do not visit the place before taking their students, even when going to a new exhibition. Talking is what mostly guides the relationship between teachers and students before and after the visitation – being a way to prepare or wrap up their experience. This study was highly important to map these readings, which revealed to be paraphrastic readings, and point to the need of thinking actions which are able to promote a dialogue between the two institutions as a way to produce more polissemic meanings.

This thesis reports a qualitative study of the use of multimodal technologies in museums— specifically, it examines the relationship between visitor engagement and learning, focusing on the use of multimodal technologies during school trips. The study was conducted in the Natural History Museum and the Churchill Museum, both in London, with participants from several secondary schools. These sites were chosen due to their concern for the added value of learning and public engagement, including their education-orientated investments in technology, museum activities, and architecture. In the course of data collection, visits were made to six schools and both museum sites; the participants included 117 students, 18 teachers, three museum educators, and eight museum curators and media designers. The study used a combination of video data analysis, stimulated recall interviews, document analysis, and engaging students in talk and reflection about their visit both at the museum and afterwards. The qualitative approach and multimodal analysis identify how the students’ social interactions help them construct learning through decontextualised bodily movements, which trigger contextualised discussion. The study demonstrates how multimodal analysis can be used in research to capture a wide scope of information, while maintaining a micro-level of analysis and understanding—here, capturing the detail of students’ interactions and perceptions. The findings suggest that the learning experience in museums is produced through multiple layers of interaction and through the exchange of physical and psychological behaviour among people, resources, and space. Here, the multimodal technologies with which the students engaged essentially acted as initial platforms for sensory stimuli and social interaction, supporting their peer communication and motivating them to further explore both the given topic and their own understanding of their learning methods. It was the students’ further conversation, observation, and participation, however, that created a more meaningful and entertaining learning experience in the museums.

Das Archiv des Technischen Museums Wien verwahrt den umfangreichen Nachlass von Viktor Kaplan (1876-1934). Er gehört zu den bedeutendsten österreichischen Ingenieuren des 20. Jahrhunderts und ist der Erfinder der nach ihm benannten Turbine. Die vor rund 100 Jahren entwickelte Kaplan- Turbine ist bis heute weltweit in Verwendung. Sie hat den Einsatz von Wasserkraft als erneuerbare Energie wesentlich erweitert. Der Nachlass von Viktor Kaplan wurde 2014 in das österreichische Dokumentenregister der UNESCO aufgenommen und zählt damit zu jenen Beständen, die von herausragender Bedeutung für das kulturelle Gedächtnis Österreichs sind. Rund 1.400 technische Zeichnungen aus dem Nachlass des Technikers werden aktuell im Zuge eines mehrjährigen Projekts konservatorisch versorgt und wissenschaftlich bearbeitet. Im Rahmen des Vortrages wird das aufwändige Konservierungsprojekt sowie die wissenschaftliche Erschließung des Bestandes präsentiert. Der Bestand steht für Recherchen im Online-Katalog zur Verfügung unter: https://www.technischesmuseum.at/museum/online- sammlung#sammlung/ui//browseExhibition/14622 / The archive of the Vienna Museum of Technology holds the extensive estate of Viktor Kaplan (1876-1934). He is one of the most important Austrian engineers of the 20th century and the inventor of the turbine named after him. The Kaplan turbine, developed around 100 years ago, is still in use worldwide today. It has significantly expanded the use of hydropower as a renewable energy source. Viktor Kaplan's estate was included in UNESCO's „Memory of Austria“ in 2014, making it one of those holdings that are of outstanding importance to Austria's cultural memory. Around 1,400 technical drawings from the estate of the technician are currently being conserved and scientifically processed in the course of a project lasting several years. The lecture will present the complex conservation project and the scientific indexing of the collection. The collection is available for research in the online catalogue at: https://www.technischesmuseum.at/museum/online- sammlung#sammlung/ui//browseExhibition/14622