This paper describes the methodology and the development of the instruments for collecting and analyzing data to better understand 1) what people bring with them to their visit, 2) what people do during a visit, and 3) what people take away from a visit. Elements of what they bring intersect with Knology’s work, and what they do and what they take away intersect with Oregon State University’s work on WZAM3.
COSI’s Center for Research and Evaluation (CRE) led a study was conducted in four phases with three study components. These phases serve to organize the remainder of this report::
In August 2012, the National Museum of Natural History (NMNH) contracted with Audience Focus (AF), a Maryland-‐based research and evaluation organization, to evaluate visitors’ experiences with the Scientist Is In program. Specifically, AF was asked to design a comprehensive study that would provide insight into the nature of visitors’ engagement with the program, and how participation in the program influenced visitors’ understanding of and curiosity about science topics, awareness of science careers, perceptions of NMNH as a research institution, and recognition of the connections between
This summative evaluation report details the Broad Implementation of the Living Laboratory model--an initiative to promote partnership between museums and cognitive science researchers in order to promote professional learning and involve the public in scientific research. The evaluation investigated the extent of the dissemination effort’s depth, spread, sustainability, and shift in ownership, based on Coburn’s criteria for scale-up (2003). Evaluators collected data from surveys, interviews, focus groups, document review, and observations. Findings about depth suggest that adopters fully
In 2001, The Franklin Institute Science Museum (TFI) received funding from the National Science Foundation to develop and implement Parent Partners in School Science (PPSS). A year project, PPSS was designed to demonstrate how a science museum can facilitate K-4 children's science learning in and out of school, working with teachers and parents from 3 urban elementary schools in Philadelphia. More specifically, three goals have informed the implementation of PPSS: 1) Promote science teaching at the elementary level; 2) Cultivate home-school collaboration in support of students' science
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TEAM MEMBERS:
Jessica LukeFranklin Institute Science MuseumMartha Washington Academics PlusOlney Elementary SchoolR.B. Pollock Elementary SchoolSusan Foutz
This report summarizes the evaluation findings of the second year of the Science Beyond the Boundaries Early Learners Collaborative (ELC). The three-year project, funded through the Institute of Museum and Library Services (IMLS), connects science centers and children’s museums to enhance early learner programming. In Year Two, the ELC brought together 16 institutions to collaborate directly through regularly scheduled conference call discussions. During these discussions they shared their program experience, ideas on early childhood programs, and their thoughts on current early learner