This paper provides an overview of the Audience Research Consortium of Toronto, comprised of the Art Gallery of Ontario, the Metropolitan Toronto Zoo, the Ontario Science Center and the Royal Ontario Museum. These groups have a shared vision of attracting a larger and more diverse audience-one that includes nontraditional and multicultural groups. This paper outlines how this group developed, acquired funding, hired a consulting group, and created a proposal and research plan. Preliminary findings are also briefly summarized.
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Art Gallery of OntarioRoyal Ontario MuseumOntario Science CentreMetropolitan Toronto ZooWoods Gordon Management Consultants
This paper presents an overview of evaluation efforts at the Canadian Museum of Civilization Corporation, which consists of two major national museums--the Canadian Museum of Civilization and the Canadian War Museum. The authors explain how their "do-it-yourself" evaluation approach as a model for other museums with very limited resources.
In this article, Jacksonville State University researchers define and analyze the "immersion" visitor experience. The researchers present preliminary findings from a study that attempted to explore some of the dimensions of this visitor experience of immersion. Subjects in this study were 241 visitors to the Anniston Museum of Natural History in Anniston, Alabama.
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Stephen BitgoodElizabeth EllingsenDonald Patterson
In this article, University of Wisconsin-Milwaukee researchers Dawn D' Amico and Wendy Pokorny discuss findings from their study that investigated the impact of a museum visit on preconceived notions of scientific explanation. D' Amico and Pokorny found that visitors' preconceptions were unlikely to change as a result of viewing exhibits.
Project LIFTOFF works with local, regional, and national partners to engineer statewide systems for Informal Science Education that inspire: YOUTH to pursue STEM education and careers through increased opportunities for quality, hands-on STEM learning. AFTERSCHOOL STAFF to facilitate STEM learning experiences that contribute to the overall STEM education and aspirations of youth in their programs. PROGRAM ADMINISTRATORS to encourage and support staff in the integration of STEM enrichment into the daily programming. STATE LEADERS to sustain and expand afterschool learning opportunities so that all students have access to engaging STEM experiences outside of the regular school day. Project LIFTOFF is dedicated to the development of the following essential elements of statewide systems for informal science education:
Access to appropriate STEM Curriculum for youth of all ages, abilities, and socio-cultural backgrounds that meets the needs and interests of individual community programs
Systematic STEM Professional Development that matches individual skills in positive youth development with abilities to facilitate discovery and science learning
A diverse Cadres of Trainers who will deliver the professional development, technical assistance and curriculum dissemination in their local communities
Authentic Evaluation of informal science efforts that determine the impacts on youth aspirations and the capacity of youth programs to provide quality STEM experiences
Local STEM education leadership to identify the ways in which collaborative education efforts can advance the development of 21st Century Skills and the preparedness for STEM workforce and higher education
Partnerships in support of youth development and informal science education that convene local, regional, and statewide organizations and stakeholders
To advance national initiatives and states' sySTEM engineering efforts, LIFTOFF coordinates an annual convening, the Midwest Afterschool Science Academy, that brings together national informal science experts, system leaders and youth development professionals to elevate the levels of science after school. The 5th MASA will be in the spring of 2014 in Kansas City, MO
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Missouri AfterSchool NetworkJeff Buehler
resourceprojectWebsites, Mobile Apps, and Online Media
SETAC is funded by the Lifelong Learning Programme of the European Union and emerges out of the need to undertake specific action for the improvement of science education. It regards science education as among the fundamental tools for developing active citizens in the knowledge society. SETAC draws on the cooperation between formal and informal learning institutions, aiming to enhance school science education and active citizenship looking further into the role of science education as a lifelong tool in the knowledge society. On the day of the project’s conclusion, 31 October 2010, after two years of work SETAC contributes the following products and results to the field: 1. “Quality Science Education: Where do we stand? Guidelines for practice from a European experience” This is the concluding manifesto that presents the results of the SETAC work in the form of recommendations for practitioners working in formal and informal science learning institutions; 2. “Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums” This paper constitutes the theoretical framework of the project and innovative ways of using museums for science education and develop new modes of linking formal and informal learning environments; 3. Tools for teaching and learning in science: misconceptions, authentic questions, motivation. Three specific studies, leading to three specific reports, have been conducted in the context of the project, looking in particular into notions with an important role in science teaching and learning. These are on: Children’s misconceptions; Authentic questions as tool when working in science education; Students’ attitudes and motivation as factors influencing their achievement and participation in science and science-related issues; 4. Activities with schools: SETAC developed a series of prototype education activities which were tested with schools in each country. Among the activities developed between the partners, two have been chosen and are available on-line for practitioners to use and to adapt in their own context. These are: The Energy role game, a role game on Energy invites students to act in different roles, those of the stakeholders of an imaginary community, called to debate and decide upon a certain common problem; MyTest www.museoscienza.org/myTest, which aims to encourage students to engage in researching, reflecting and communicating science-oriented topics; 5. European in-service training course for primary and secondary school teachers across Europe. The training course is designed in such a way as to engage participants in debate and exploration of issues related to science education and active citizenship. The course is open to school teachers, headteachers and teacher trainers from all EU-member and associate countries. Professionals interested can apply for a EU Comenius grant. All the products of the project as well as information about the training course are available at the project website, some of them in more than one languages: www.museoscienza.org/setac
The project DIG: Scientists in Alaska's Scenery will perform proof-of-concept on integrating a tourist's visit with place-based stories of meaningful science research in the Arctic. DIG (Digitally Integrated Guide) will widen the general public's interaction with the cultural and natural environment by allowing them to access Web sites and load their handheld mobile devices with engaging descriptions of research. Access can occur before, during, or after their visit - even if the visit takes them far from computers, electricity and the Internet. The creation of user-friendly access to technology and to scientists' stories will provide a new information tool for the public. For these tourists, or others interested in research in Alaska, opportunities to learn directly from the scientists themselves are almost non-existent. Moreover, tourists have no capability to link such research with places they visit. DIG's place-based outreach will be delivered using standard media (broadcast TV, publications) and social media (Web, facebook, twitter, etc.) and mobile devices. DIG demonstration project will join scientists, Alaska Native peoples, tourists, media makers, interpreters and technology experts in inquiry-based learning designed to maximize engagement by the general public. The radically different approach to Arctic-focused science documentary proposed here fosters the close collaboration of the scientist and media maker. Video podcasts (vodcasts) and supporting Web-based materials will be created for three current research projects in Alaska, with a focus on NSF-funded projects. Such projects include anthropology and cultural/linguistic study, paleontology, climate change research, biology, and other areas. Delivery and evaluation will emphasize tourists who visit, or are planning to visit, the National Parks of Alaska. These tourists are accessible to the research team, and they are motivated to seek out information about the places they are visiting. If successful, our approach to science education and outreach will augment their knowledge about research in Alaska, resulting in a deeper and more informed experience.
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TEAM MEMBERS:
Gregory NewbyLiz O'ConnellDeborah Perry
In August 2009, the Program Evaluation and Research Group (PERG) at Lesley University contracted with the project's PI at the University of New Hampshire (UNH) to evaluate My Dome: Defining the Computational and Cognitive Potential of Real Time Interactive Simulations in an Immersive Dome Environment, an NSF funded grant. The project focuses on creating interactive experiences in immersive virtual environments, and builds off previous work the PI and co PIs have done in developing films and immersive experiences in domes and traveling domes. The project includes staff from the Carnegie Museum
Summary of Findings Summative Evaluation Cielo y Tierra Noticias del Mundo Robert L. Russell, Ph.D. Learning Experience Design October 2011 Learning Experience Design conducted summative evaluation of the project entitled: Cielo y Tierra Noticias del Mundo (Sky & Earth News of the World). A series of three evaluation sessions were conducted with radio listeners to look at the impacts of the programs on their interest in the topics presented, their understanding of the content presented, and their motivation to take further action. The first two studies used focus group sessions. The third and
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TEAM MEMBERS:
Robert RussellEarthSky Communications, Inc.Malu Jimenez
Suitcase Science is a community-inspired theatre program and exhibit that highlights many scientific disciplines, including anthropology, biology, chemistry, geology, sociology and material culture. Its development was funded through a Legacy grant from the state of Minnesota. To help generate topics and ideas to include in the Suitcase Science show and exhibit, SMM held several workshops in communities around the state. SMM staff invited local community members to bring two objects of value, meaning, or significance to the workshop and to share their story about them. These stories and
Evidence from the data collected on the Midwest Wild Weather Project indicates that the teachers are very excited about its potential for increasing their students' science literacy and understanding of the scientific process, as well as increasing their knowledge of the weather and exciting them about science in general. Students are very focused, enthusiastic and excited when interacting with the exhibits and universally pleased with their exploration and explainer experiences. MWW is also effectively reaching the intended underserved and underrepresented students across the nine sites are
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TEAM MEMBERS:
Gregory AloiaSciTech Hands On Museum
NEON, Inc. a not-for-propfit corporation, proposes a television series for children, initiallyu 30 programs, suitable for daily or weekly broadcast, for home viewing via PBSA (with appropriate availability elsewhere). Program length: 30 Minutes. The premise: Three Wufniks--creatures from the cartoom world--draw their way into our world and with the help of children, undertake the adventure of finding our what it's all about. Thesek characters (played by adult professional performers in structurally sophisticated fantasy/animal costumes), move from dthe uncertain world of animated film into a range of encounters with ourrock-solid environment, get to know children and adults, scientists and laypeople, and must continually reconstruct their naive theories and their image of life on earth. The concept, designed to appeal to five- to nine-olds, combines education with entertainment (and is inclusive of other age groups, such as parents, to enhance educational effect). School and other non-broadcast distribution of program elements is planned, plus ancillary materials including computer software and print. The educational approach is interdisciplinary, with emphasis both on content and the development of positive attitudes towards science and mathematics; sub-objectives geography and history. The Principal Investigators are a television producer experienced in science programming for children, and a scientist with extensive children's educational television background. Program appeal for girls and minorities is integarl to the design; project staff will also cover a broad spectrum. Encouragement of science-and math-related audience activities is a project objective. Planning includesds extensive outreach and promotion related to the show premise.