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resource evaluation Public Programs

I/CaLL Community Science Learning Instruments Appendix

This document contains the following Appendices that provide information for the I/CaLL Community Science Learning study. Appendix A: StreamLines Events Appendix B: StreamLines Events Survey Instrument Appendix C: Art + Science Brainstorm Coding Themes Appendix D: Art + Science Brainstorm Flyer
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TEAM MEMBERS: John Fraser Nezam Ardalan
resource evaluation Public Programs

Scientist is In Summative Evaluation

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
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TEAM MEMBERS: Jeanine Ancelet Kara Hershorin
resource evaluation Public Programs

National Living Laboratory: Creating Communities of Learners for Informal Cognitive Science Education [Summative Evaluation Report]

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
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TEAM MEMBERS: Katherine Todd Sarah Pfeifle Lorrie Beaumont Marta Biarnes Becki Kipling
resource research Exhibitions

Gravitating toward science: Parent–child interactions at a gravitational-wave observatory

This research examined the nature of parent–child conversations at an informal science education center housed in an active gravitational-wave observatory. Each of 20 parent–child dyads explored an interactive exhibit hall privately, without the distraction of other visitors. Parents employed a variety of strategies to support their children's understanding of unfamiliar topics, including describing evidence, giving direction, providing explanation, making connections, and eliciting predictions. Parents' education was associated with both the amount of time dyads spent exploring exhibits and
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TEAM MEMBERS: Lisa Szechter Elizabeth Carey