Popularization of Iranian and Islamic Culture in active science museums

Document Type : Review Paper

Author

Assistant Professor, the Organization for Researching and Composing University Textbooks in the Humanities (SAMT)

Abstract

Today, utilization of new motivating media in educational environment is more advantageous than the existing educational structures as the new audience does not tolerate propagandist messages anymore and prefers to discover it herself/himself .Therefore, cultural and religious topics could be transferred more efficiently to the audience, especially to children and teenagers through games in assistance with various interactive devices in diverse multimedia and in an exciting environment. In this case, the audience enters the area arranged with beautiful and moving games and interactive devices, touches them, plays with them and gets the result with no need of others’ help. Moreover, some various foods and customs could be prepared in that area based on Iranian cultural and religious taste and art. So, this culture would be introduced to the audience. S/he could try them, experience them freely and might finally find them attractive. Perhaps, in this way, the audience could be driven to create a true image of Iranian culture and religion. The belief to mobility and freshness of Iranian culture, invites us to face with diversity, complicacy and change. In this article, besides studying active and discovery-based training, some interactive tools for promoting Iranian-Islamic culture are introduced.

Keywords


مهجور، س. ر. ) 1370 (. روان شناسی باز . ی تهران: انتشارات راهگشا.
صفوی، ا. ) 1387 (. روش ها، فنون و الگوهای تدری . س تهران: انتشارات معاصر.
لطف آبادی، ح. ) 1387 (. روان شناسی تربیت . ی تهران: انتشارات سمت.
کدیور، پ. ) 1388 (. روان شناسی یادگیری، تهران: انتشارات سمت.
Hein, G. E. (1995). The Constructivist Museum; Journal of Education in Museum.
16: 21-23
Speaker, K. M. (Spring 2001). Interactive exhibit theory: Hints for implementing
learner-centered activities in elementary classrooms. Educator.
Dee Fink, L. (July 19, 1999). Instructional Development Program, University
of Oklahoma
Diamond, J. (1996). Playing and Learning، Association of Science-Technology
Centers.
Edeiken, L. R. (1992). Children’s museums: The serious business of wonder,
play and learning. Curator. 35 (1).
Danilov, V. (January, 1986). Discovery rooms and kidspaces: Museum exhibits
for children. Science and Children. 23 (4).
Fisher, H. V. (1960). Children’s museums: A definition and credo. Curator. 3
(2).
Lewin, A. W. (1989). A structure for family learning. Hand to Hand. 31, 2-4.
Vereka, J. A. (March 2002). Planning for Interpretive Training Courses. The
National Journal for Interpretation Canada, 28 (3).
Friedman, A. J. (2007). The Extraordinary Growth of the Science-Technology
Museum. Curator. 50 (1).
Mehlenbacher, B.; Miller, C. R.; Covington, D. & Larsen, J.S. (Jun
2000). North Carolina State Univ., Raleigh, NC. Active and interactive
learning online: a comparison of Web-basedand conventional
writing classes. IEEE Transactions on Professional Communication,