Myth & Bones:Museum Socio-Epistemic Practice and Children's Values

Recently museums are re-discussing traditional practices, as they became concerned with visitors' experience and learning. In this study communication is found to be mono-directional, especially towards captive audiences, like primary school children. The diachronic perspective seems neglected, as historical processes are reduced to superficial, “discrete” accounts. Therefore, the hypothesis is proposed that learning and communication in museums could be enhanced by introducing playful interaction and enhancing the diachronic perspective. This hypothesis is being tested through the participatory design of a new interactive installation, conducted with 8-10 years old children. Field study and initial evaluation show that introduction of notions related to human life-cycle and myth may further enrich learning from children's perspective