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Using 3D Printing to Enhance Understanding and Engagement with Young Audiences: Lessons from Workshops in a Museum

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journal contribution
posted on 2019-05-13, 15:01 authored by H Turner, G Resch, D Southwick, R McEwen, AK Dubé, I Record
This paper details findings from a collaborative research project that studied children learning to 3D print in a museum, and provides an overview of the study design to improve related future programs. We assessed young visitors’ capacity to grasp the technical specificities of 3D printing, as well as their engagement with the cultural history of shoemaking through the museum's collection. Combining the museum's existing pedagogical resources with hands‐on technology experiences designed by Semaphore researchers, this study enabled both researchers and museum education staff to evaluate the use of 3D‐driven curriculum and engagement materials designed for children visiting cultural heritage museums. This study raises critical questions regarding the practicality of deploying 3D media to engage young learners in museums, and this paper illuminates the challenges in developing models for children to put historical and contextual information into practice.

Funding

We are grateful for the support and partnership Sheila Knox and the Bata Shoe Museum for these workshops. We also thank the Social Sciences and Humanities Research Council (SSHRC) for their generous support.

History

Citation

Curator: The Museum Journal, 2017, 60 (3), pp. 311-333

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Museum Studies

Version

  • AM (Accepted Manuscript)

Published in

Curator: The Museum Journal

Publisher

Wiley for California Academy of Sciences

issn

0011-3069

Copyright date

2017

Available date

2019-10-11

Publisher version

https://onlinelibrary.wiley.com/doi/full/10.1111/cura.12224

Notes

The file associated with this record is under embargo until 24 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.

Language

en

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