Originating in a recent NSF conference held at the University of Michigan, this book examines the latest ideas about how children interact with objects and through that interaction acquire new understandings, attitudes, and feelings. Although museum education provides the primary setting within which object-centered learning is explored, the analyses apply to a wide range of learning environments. Despite the demonstrated importance of object-centered learning for both academic and life-long learning, until now there has been little psychological research on the topic. Key features of this outstanding new book include:

*Cross-disciplinary Focus--This is the first book to examine object-centered learning using the perspectives of such diverse fields as science, history, literacy, and art.

*Museum Focus--The explosion of interest in museums of all kinds provides a natural launching pad for conceptual and practical discussions of object-based learning and informal learning environments.

Vignettes--In order to ground the conceptual analyses, each chapter includes vignettes describing people actively engaged with objects in a specific setting.

This volume is appropriate for advanced students and researchers in educational psychology, cognitive psychology, science education, and persons directly involved in museum education.

part |2 pages

Part I Studying Learning with Objects in Contexts

part |2 pages

Part II Discipline-Based Explorations of Objects

chapter 8|31 pages

Learning With, Through, and About Art

chapter 10|18 pages

Fostering an Investigatory Stance

chapter 11|21 pages

Objects and Learning

chapter 12|18 pages

Reading Objects

part |2 pages

Part III Conversations About Objects

chapter 15|21 pages

Maps, Globes, and Videos

chapter 17|20 pages

Objects of Learning, Objects of Talk

chapter 19|12 pages

The Object of Experience