This paper describes an NSF-funded study which explored the relationship between female-responsive exhibit designs and girls’ engagement. Across three participating science centers, 906 museum visitors ages 8 to 13 were observed at 334 interactive physics, math, engineering, and perception exhibits. We measured girls’ engagement based on whether they chose to use or return to the exhibits, opted to spend more time at them, or demonstrated deeper engagement behavior. Findings suggest that the design strategies identified in our previously developed Female-Responsive Design Framework can inform
The management of health risks related to scientific and technological innovations has been the focus of a heated debate for a few years now. In some cases, like the campaigns against the use of GMOs in agriculture, this debate has degenerated into a political and social dispute. Even risk analysis studies, which appeared in the 1970s in the fields of nuclear physics and engineering and were later developed by social sciences as well, have given completely different, and at times contradictory, interpretations that, in turn, have given rise to bitter controversies.
This evaluation provides feedback from a tracking and timing study from the project "Seeing: The Interaction of Physiology, Culture, and Technology" at the Exploratorium. The evaluation concludes that Seeing is a large, complex collection of loosely related exhibit elements that attract and hold visitors’ attention well, but not exceptionally well. Yet, given the size and scope of the exhibits, a longer average time and more stops would not be expected. The individual interactive elements range from many that are modestly engaging, to some that are highly engaging, with a few exceptionally
The Seeing Team wished to determine visitors what visitors understood from interacting with the Seeing section of the museum, before the section was to be renovated. In particular, they wanted to know what visitors took away from the exhibits as a group. We interviewed pairs of visitors after they had been directed to spend as much time as they wanted in the Seeing section (as marked off by blue tape on the floor). Seeing included the exhibits in the back of the museum as well as those near the south bathrooms. We collected approximately 55 interviews, of which 33 had been transcribed by the
This evaluation describes the results of three individual exhibits that were a part of the project "Seeing: The Interaction of Physiology, Culture, and Technology" at the Exploratorium. This document contains findings for "Seeing Yellow," "Peripheral Vision," and "Motion Detector."
This poster was presented at the 2014 AISL PI Meeting held in Washington, DC. It discusses the second season of SciGirls, a multimedia project designed to encourage and empower more girls to pursue careers in STEM.
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Twin Cities Public TelevisionRita Karl
The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre-post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater
The National Federation of the Blind (NFB), with six science centers across the U.S., will develop, implement, and evaluate the National Center for Blind Youth in Science (NCBYS), a three-year full-scale development project to increase informal learning opportunities for blind youth in STEM. Through partnerships and companion research, the NCBYS will lead to greater capacity to engage the blind in informal STEM learning. The NCBYS confronts a critical area of need in STEM education, and a priority for the AISL program: the underrepresentation of people with disabilities in STEM. Educators are often unaware of methods to deliver STEM concepts to blind students, and students do not have the experience with which to advocate for accommodations. Many parents of blind students are ill-equipped to provide support or request accessible STEM adaptations. The NCBYS will expose blind youth to non-visual methods that facilitate their involvement in STEM; introduce science centers to additional non-visual methods that facilitate the involvement of the blind in their exhibits; educate parents as to their students' ability to be independent both inside and outside the STEM classroom; provide preservice teachers of blind students with hands-on experience with blind students in STEM; and conduct research to inform a field that is lacking in published material. The NCBYS will a) conduct six regional, two-day science programs for a total of 180 blind youth, one day taking place at a local science center; b) conduct concurrent onsite parent training sessions; c) incorporate preservice teachers of blind students in hands-on activities; and d) perform separate, week-long, advanced-study residential programs for 60 blind high school juniors and seniors focused on the design process and preparation for post-secondary STEM education. The NCBYS will advance knowledge and understanding in informal settings, particularly as they pertain to the underrepresented disability demographic; but it is also expected that benefits realized from the program will translate to formal arenas. The proposed team represents the varied fields that the project seeks to inform, and holds expertise in blindness education, STEM education, museum education, parent outreach, teacher training, disability research, and project management. The initiative is a unique opportunity for science centers and the disability population to collaborate for mutual benefit, with lasting implications in informal STEM delivery, parent engagement, and teacher training. It is also an innovative approach to inspiring problem-solving skills in blind high school students through the design process. A panel of experts in various STEM fields will inform content development. NCBYS advances the discovery and understanding of STEM learning for blind students by integrating significant research alongside interactive programs. The audience includes students and those responsible for delivering STEM content and educational services to blind students. For students, the program will demonstrate their ability to interface with science center activities. Students will also gain mentoring experience through activities paired with younger blind students. Parents and teachers of blind students, as well as science center personnel, will gain understanding in the experiences of the blind in STEM, and steps to facilitate their complete involvement. Older students will pursue design inquiries into STEM at a more advanced level, processes that would be explored in post-secondary pursuits. By engaging these groups, the NCBYS will build infrastructure in the informal and formal arenas. Society benefits from the inclusion of new scientific minds, resulting in a diverse workforce. The possibility for advanced study and eventual employment for blind students also reduces the possibility that they would be dependent upon society for daily care in the future. The results of the proposed project will be disseminated and published broadly through Web sites; e-mail lists; social media; student-developed e-portfolios of the design program; an audio-described video; and presentations at workshops for STEM educators, teachers of blind students, blind consumer groups, researchers in disability education, and museum personnel.
In this paper, Alan J. Friedman, director of the New York Hall of Science, discusses the importance of evaluation, specifically formative evaluation, for measuring success at a museum and fulfilling mission statements. Friedman presents four real examples of exhibit projects, in which the directors or exhibit directors involved elected to expend funds for formative evaluation. Friedman goes on to discuss the benefits of this research and what surprising information staff came to know as a result.
The BJC SportsWorks exhibition, a collaboration between the Saint Louis Science Center and BJC HealthCare, ran from June 2, 2006, through March 25, 2007, in the Science Center's Montgomery Bank Exploradome. The overall goal for the exhibition was to stimulate visitors to lead healthier lives by creating an engaging, fun, and memorable educational experience. The purpose of this summative evaluation is to assess the overall impact of the exhibition and to provide recommendations for future potential installations, with a focus on the visitor experience in the exhibition. Key issues examined in
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Elisa IsraelKaty LoftonPenny CraneSaint Louis Science Center
Fort Worth Museum of Science and History (FWMSH) contracted with Randi Korn & Associates, Inc. (RK&A) to evaluate CSI: The Experience National Science Foundation- and Science Museum Exhibit Collaborative-funded project focused on forensic science. The project included a museum exhibition and an online gaming experience (Web Adventure) targeting children ages 9 to 17 and adults. A summative evaluation explored visitors' overall experiences, understanding of forensic sciences, and the research question: Does the Web Adventure extend exhibition visitors' learning of forensic science? A process
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Randi Korn & Associates, Inc.Fort Worth Museum of Science and History
Columbia University Materials Research Science and Engineering Center (MRSEC) and New York Hall of Science (NYHOS) partnered to create Research and Rolling Exhibits (RARE). The project's goal is to showcase current research in science and make it accessible to the general public. Five Wondercarts were created over three years, from 2005 through 2008, highlighting topical scientific research and its relevance to the museum's target audience. The carts were programmed to engage families in conversation, letting their interest determine the direction of activities. In this manner Wondercarts
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Ellen GiustiNew York Hall of ScienceKathleen Condon