The urgent state of our global environment calls for collective action, which depends in large part on effective science communication for better understanding and awareness. Activities and institutions that provide opportunities to learn about nature all ultimately rely on scientific findings about nature. Although science produces the knowledge and information about nature, for the content to be accessible and meaningful to the general public, it needs to be processed by what I call science content design. This process is similar to the concepts of interpretation in tourism, or aesthetic
Free-choice learning and, derivatively, free-choice environmental learning emerges as a powerful vehicle for supporting diversity in learning styles (Falk & Dierking, 2002). In this article, I argue that free-choice environmental learning holds great potential for enabling us to understand what is at stake in environmental learning and thus help us build a sustainable future. I examine the different informal learning contexts for children, home (family and play), museums, zoos, nature parks and wilderness, among many others, and offer an explanation for how learning occurs in these settings
In this article, Jacksonville State University's Stephen Bitgood discusses findings from a study that examined two aspects of the public image of visitor facilities: the expectations of what is likely to be found at different types of facilities; and, some general perceptions of these different types of visitor facilities. Facility types included science museums, history museums, historic sites, state parks, natural history museums, and art museums.
The University of Washington’s Museology Program, in partnership with the Woodland Park Zoo and the Learning in Informal and Formal Environments Research Center is developing a model of university-community collaboration where students work with client museums, zoos and aquaria to evaluate exhibits and programs under the guidance of a research mentor. Students will gain experience in audience research and evaluation, as well as in project management, collaboration, and leadership. Staff at participating museums will advance their personal knowledge about visitors and the field of museum evaluation. The project will prepare a new generation of evaluators and museum practitioners through an innovative apprentice-styled laboratory that integrates the strengths of mentoring, fieldwork, academics, and client-centered experiences. Project Advisors include John Falk, Julie Johnson, Randi Korn, Marjorie Schwarzer, and Patterson Williams. Project started January, 2009 with 24 graduate students in the first cadre.