The impact of four half-hour science programs aired on commercial children's radio was assessed by Dr. Barbara Flagg of Multimedia Research in a causal-comparative between-groups study with prebroadcast and postbroadcast questionnaires. Of 253 fourth graders, 34% listened to one or more shows of the Kinetic City Super Crew series. Significantly more girls listened than boys. Listeners and Non-listeners did not differ on background variables of ethnic status, science attitudes, science reading and television viewing, and participation in seven of eight common at-home science activities
This paper describes a framework for studying and evaluating learning environments which contextualize school science content within a larger real-world scientific endeavor, such as carrying on a space mission. A central feature of this framework is its incorporation of recent research on content-specific personal interest. This framework was developed and tested in a pilot evaluation of the Challenger Learning Center's M.A.R.S. (Mission Assignment: Relief and Supply) learning activity. This activity consists of a series of classroom activities which prepare students for a simulated Mars
Guided by contextual and constructivist perspectives, this study situates museumgoing in the everyday lives of children, exploring how children perceive their experiences in museums in relationship to the other places they visit. Children tended to categorize places by their relationship to them, placing museums most frequently in groupings organized by quality descriptors, when they visit, and social context. They perceive and value museums as places to look at unique, special things of interest to them. Most children prefer visiting museums with family and friends, with control of their
Investigates home influence on science education by referring to a project in which very simple science activities were given out by the teacher at school to be performed at home by the primary pupils with their families.
This paper outlines findings from a 1990 survey conducted by the American Association of Zoological Parks and Aquariums (AAZPA), specifically related to the prevalence and value of teacher training programs at accredited AAZPA institutions.
This paper outlines the methodology and findings of a study that analyzed the effects of zoo-based educational approaches on the knowledge of, and attitude toward, wildlife conservation among Colombian fourth-grade students (9 to 11 years of age). The rationale behind the study was that direct experience, coupled with adequate preparation and reinforcement, should improve children's knowledge of, and attitudes toward wildlife.
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TEAM MEMBERS:
Teresa Gutierrez de WhiteSusan K. Jacobson
This paper outlines the methodology and findings of a front-end evaluation conducted by staff at the Science Museum at the National Autonomous University of Mexico in preparation of opening a new Biodiversity Hall. Researchers surveyed junior high teachers and students to better understand this audience's attitudes about the environment, evolution, taxonomy, biodiversity, etc. as well as their general knowledge of these topics.
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TEAM MEMBERS:
Silvia E. ZamoraSusana Lopez de LaraAdriana Bravo
Almost every metropolitan area has an informal science setting, such as a natural history museum, zoo, science center or planetarium (Laetsch et al, 1980). Visitor demographics over the years have consistently shown that family groups constitue approximately 60% of all visitors to these settings (Bickford et al, 1992; Balling et al, 1985; Alt, 1980; Laetsch et al, 1980; Ham, 1979; Borun, 1977; Cheek et al, 1976). U.S. Bureau of the Census statistics in 1984 indicated that museum-going was rapidly becoming the single most popular, out-of-the-home family activity in American and this was