Constructivist education theory postulates (Fosnot, 1996; Hein, 1998) that visitors learn actively and create their own meanings as they interact with the world. This raises challenges for visitor studies, since it may be difficult to plan a reasonable evaluation strategy for exhibitions if visitors’ actions and outcomes cannot be determined in advance. Constructivist theory also requires an appropriate evaluation approach (Hein, 1997). This paper illustrates the use of a combination of methodologies that allow visitors’ meanings and activities to emerge as they visit an interactive, non
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Elsa BaileyKerry BronnenkantJudith KelleyGeorge HeinMuseum of Science, Boston
Through an iterative design process involving museum educators, learning scientists and technologists, and drawing upon our previous experiences in handheld game design and a growing body of knowledge on learning through gaming, we designed an interactive mystery game called Mystery at the Museum (the High Tech Whodunnit), which was designed for synchronous play of groups of parents and children over a two to three hour period. The primary design goals were to engage visitors more deeply in the museum, engage visitors more broadly across museum exhibits, and encourage collaboration between
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Eric KlopferJudy PerryKurt SquireMing-Fong JanConstance Steinkuehler
Advances in the life sciences - from the human genome to biotechnology to personalized medicine and sustainable communities - have profound implications for the well-being of society and the natural world. Improved public understanding of such scientific advances has the potential to benefit both individuals and society through enhanced quality of life and environmental protection, improved K-12 and undergraduate science education, greater understanding of human connections to the natural world, and more sustainable policies and regulations. Yet few systems of support exist to help life
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Elizabeth Stallman BrownLaurence YoungKeegan SawyerNational Research Council
This is one of three focus point presentations delivered on day one of the Citizen Science Toolkit Conference (at the Cornell Lab of Ornithology in Ithaca, New York on June 20-23, 2007) as part of the opening session titled “Citizen Science Challenges and Opportunities.” Prysby discusses biodiversity inventories and the All Taxa Biodiversity Inventory in Great Smoky Mountains National Park. Prysby uses this case study to illustrate one form of citizen science collaboration as well as how environmental education centers and nature centers can be key partners for citizen science efforts.