Advertisement

Teaching and Learning Biodiversity with Dioramas

  • Martha MarandinoEmail author
  • Juliana Bueno
  • Marianne Achiam
  • Carolina Laurini
Chapter

Abstract

Museums are recognized as important areas of education, and one of their most important challenges is to disseminate issues related to biodiversity in ways that can arouse interest in visitors and promote their understanding. In this chapter we discuss the potential of dioramas to present and disseminate aspects of biodiversity. Further, we will share empirical findings of the biodiversity understanding constructed by adult audiences to diorama-based exhibitions. These findings are based on data collected in two zoological museums, one in Brazil and one in Denmark, and analysed in two ways. In one case, we use the data to elucidate the potential of dioramas to disseminate ideas about biodiversity, by way of the theoretical framework of the Anthropological Theory of Didactics (ATD). In the other case, we use categories of biodiversity approaches to analyse which conceptual perspectives of biodiversity the audience understands while interacting with dioramas. Together, these two analyses inform our discussion of the educational role of museums when presenting topics related to biodiversity and its conservation aspects.

Keywords

Biodiversity Naturalistic dioramas Teaching biodiversity Praxeology Learning biodiversity 

References

  1. Achiam, M. F. (2013). A content-oriented model for science exhibit engineering. International Journal of Science Education, Part B, 3(3), 214–232.CrossRefGoogle Scholar
  2. Achiam, M., & Marandino, M. (2014). A framework for understanding the conditions of science representation and dissemination in museums. Museum Management and Curatorship, 29(1), 66–82.CrossRefGoogle Scholar
  3. Allen, S. (2002). Looking for learning in visitor talk: A methodological exploration. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 259–303). Mahwah: Lawrence Erlbaum Associates.Google Scholar
  4. Almeida, A. P. (2012). Realismo e Fotografia: Dioramas de Hiroshi Sugimoto do Museu de História natural de Nova Iorque. Museologia & Interdisciplinaridade, 1(2), 114–133.Google Scholar
  5. Ash, D. (2004). How families use questions at dioramas: Ideas for exhibit design. Curator: the museum journal, 47(1), 84–100.CrossRefGoogle Scholar
  6. Brandão, C. R. (2010). A pesquisa em biodiversidade. In M. Marandino, L. Mônaco, & A. D. Oliveira (Eds.), Olhares sobre os diferentes contextos da biodiversidade: pesquisa, divulgação e educação (pp. 8–12). São Paulo: GEENF/FEUSP/INCTTOX.Google Scholar
  7. Brown, E. H. (1997). Toward a natural history museum for the 21st century – Change catalogue. Museum News, Nov–Dec, pp. 39–40.Google Scholar
  8. Bueno, J. P. P. (2015). Objetos que ensinam em museus: análise do diorama do Museu de Zoologia da USP na perspectiva da praxeologia. Dissertation, Universidade de São Paulo.Google Scholar
  9. Bueno, J. P. P., & Marandino, M. (2017). The notion of praxeology as a tool to analyze educational process in science museums. In K. Hahl, K. Juuti, J. Lampiselkä, A. Uitto, & J. Lavonen (Eds.), Cognitive and affective aspects in science education research, Contributions from science education research (Vol. 3, pp. 339–355). Cham: Springer International Publishing.CrossRefGoogle Scholar
  10. Campos, N. F. (2013). Percepção e Aprendizagem no Museu de Zoologia: uma análise das conversas dos visitantes. Dissertation, Universidade de São Paulo.Google Scholar
  11. Davis, P. (1999). Conserving biodiversity – The role of smaller museums, Les Musées et Collections de Sciences Naturelles – Cahiers d’étude (Vol. 7, pp. 26–27). Paris: ICOM/NatHist.Google Scholar
  12. Dean, D. (1994). Museum exhibition – Theory and practice. London: Routledge.Google Scholar
  13. Dufresné-Tasse, Sauvé, M., Weltzl-Fairchild, A., Banna, N., Lepage, Y., & Dassa, C. (1998). Pour des expositions muséales plus éducatives, accénder a l’experiénce du visiteur adulte. Développment d’une approache. Canadian Journal of Education/Revue canadienne de l’éducation, 23(3), 302–315.CrossRefGoogle Scholar
  14. Émond, A. M. (2002). The effects of historical arts and contemporary arts on cognitive dissonance and consonance as verbalized by adult visitors in a fine arts museum. Thesis, Concordia University.Google Scholar
  15. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (2nd ed.). Boston: MIT Press.Google Scholar
  16. Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek: Altamira Press.Google Scholar
  17. Falk, J., & Storksdieck, M. (2005). Using the contextual model of learning to understand visitor learning from a science center exhibition. Science Education, 89, 744–778.  https://doi.org/10.1002/sce.20078.CrossRefGoogle Scholar
  18. Fortin-Debart, C. (2003). Le Musee de Sciences Naturelles, un partenaire de l’école pour une education relative a l’environnement: du message scientifique au débat de société. VertigO, 4(2).  https://doi.org/10.4000/vertigo.4494.
  19. Gayford, C. (2000). Biodiversity education: A teachers perspective. Environmental Education Research, 6(4), 347–361.CrossRefGoogle Scholar
  20. Hooper-Greenhill, E. (1990). The educational role of the museum (2nd ed.). London: Routledge.Google Scholar
  21. Insley, J. (2008). Little landscapes: Dioramas in museum displays. Endeavour, 32(1), 27–31.CrossRefGoogle Scholar
  22. Krishtalka, L., & Humphrey, P. S. (2000). Can natural history museums capture the future? BioScience, 50(7), 611–617.CrossRefGoogle Scholar
  23. Lévêque, C. (1999). A Biodiversidade. Bauru: Edusc.Google Scholar
  24. Marandino, M. (2005). Museus de Ciências como espaços de educação. In B. G. Figueiredo & D. Vidal (Eds.), Museus dos Gabinetes de Curiosidades ao Museu Moderno (pp. 165–176). Belo Horizonte: Argvmentvm.Google Scholar
  25. Marandino, M., & Diaz Rocha, P. E. (2011). La biodiversidade en exposiciones inmersivas de museos de ciencias: Implicaciones para educación en museos. Enseñar Ciencia, 29(2), 221–236.Google Scholar
  26. Marandino, M., Oliveira, A. D., & Mortensen, M. (2009). Discussing biodiversity in dioramas: A powerful tool to museum education. ICOM/NatHist, 29, 30–36.Google Scholar
  27. Marandino, M., Achiam, M., & Oliveira, A. D. (2014). The diorama as a means for biodiversity education. In S. D. Tunnicliffe & A. Scheersoi (Eds.), Natural history dioramas history, construction and educational role (pp. 251–266). Dorthrecht: Springer.Google Scholar
  28. Mehrhoff, L. J. (1997). Museums, research collections, and the biodiversity challenge. In M. L. Reaka-Kudla, D. E. Wilson, & E. O. Wilson (Eds.), Biodiversity II: Understanding and protecting our biological resources (pp. 447–464). Washington, DC: Joseph Henri Press.Google Scholar
  29. Monaco, L. M., & Marandino, M. (2010). Biodiversidade nos museus: discussões sobre a (in)existencia de um discurso relativo à conservação em ações educativas dos museus de ciências. In M. Marandino, L. M. Monaco, & A. D. Oliveira (Eds.), Olhares sobre os diferentes contextos da biodiversidade: pesquisa, divulgação e educação (pp. 13–29). São Paulo: GEENF/FEUSP/INCTTOX.Google Scholar
  30. Morris, P. (2009). A window on the world- wildlife dioramas. ICOM/NatHist, 29, 27–30.Google Scholar
  31. Mortensen, M. F. (2010). Museographic transposition: The development of a museum exhibit on animal adaptations to darkness. Education & Didactique, 4(1), 115–138.CrossRefGoogle Scholar
  32. Mortensen, M. F. (2011). Analysis of the educational potential of a science museum learning environment: Visitors’ experience with and understanding of an immersion exhibit. International Journal of Science Education, 33(4), 517–545.CrossRefGoogle Scholar
  33. Oliveira, A. D. (2010). Biodiversidade e museus de ciências: um estudo sobre transposição museográfica nos dioramas. Dissertation, Universidade de São Paulo.Google Scholar
  34. Oliveira, A. D., Bueno, J. P. P., & Vidal, F. (2015). Identificando o potencial de objetos expositivos para ações educativas em museus de ciências. In M. Marandino & D. Contier (Eds.), Educação Não Formal e Divulgação em Ciência: da produção do conhecimento a ações de formação (pp. 37–44). São Paulo: Faculdade de Educação, Universidade de São Paulo.Google Scholar
  35. Paddon, H. (2009). Curatorial responses to natural history dioramas. In S. D. Tunnicliffe & A. Scheersoi (Eds.), The important role of natural history dioramas in biological learning. ICOM/NatHist, 29, 11.Google Scholar
  36. Piqueras, J., Hamza, K. M., & Edvall, S. (2008). The practical epistemologies in the museum: a study of students learning in encounters with dioramas. Journal of Museum Education, 33(2), 153–164.CrossRefGoogle Scholar
  37. Salgado, M. O. (2011). A Transposição Museográfica da Biodiversidade no Aquário de Ubatuba: estudo atr.avés de mapas conceituais. Dissertation, Universidade de São Paulo.Google Scholar
  38. Tunnicliffe, S. D. (2009). Inquiry at natural history dioramas – useful resource in science education. ICOM/NatHist, 29, 16–20.Google Scholar
  39. Tunnicliffe, S. D., & Scheersoi, A. (2009). The important role of Natural History dioramas in biological learning. ICOM/NatHist, 29, 1–40.Google Scholar
  40. Union for Ethical BioTrade UEBT. (2015). UEBT Biodiversity Barometer 2009–2015. http://ethicalbiotrade.org/dl/UEBT%20-%20EN%20Barometer%202015.pdf. Accessed 10 Feb 2016.
  41. Van-Präet, M. (1989). Contradictions des musées d’histoire naturelle et evolution de leurs expositions. In B. Schiele (Ed.), Faire Voir, Faire Savoir: la muséologie scientifique au present (pp. 25–33). Montreal: Musée de la civilization.Google Scholar
  42. Van-Präet, M., & Poucet, B. (1992). Les Musées, lieux de contre-éducation et de partenariat avec l’école. Education et Pédagogie, 16, 1–7.Google Scholar
  43. Vilches, A., & Gil-Peres, D. (2003). Construyamos un futuro sostenible. Diálogos de supervivencia. Madrid: Cambridge University Press.Google Scholar
  44. Weelie, D. V., & Wals, A. E. J. (2002). Making biodiversity meaningful through environmental education. International Journal of Science Education, 24(11), 1143–1156.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Martha Marandino
    • 1
    Email author
  • Juliana Bueno
    • 2
  • Marianne Achiam
    • 3
  • Carolina Laurini
    • 1
  1. 1.University of São PauloSão PauloBrazil
  2. 2.Government of São PauloSão PauloBrazil
  3. 3.University of CopenhagenCopenhagenDenmark

Personalised recommendations