The Kaulele Kapa Exhibit was created to explore the effectiveness of a Hawaiian culture-based framework and approach in increasing learner engagement and depth of knowledge in STEM among Native Hawaiian/Pacific Islander (NHPI) learners. The exhibit utilized hands-on and interactive activities, coupled with scientific and cultural information, to create relevant learning experiences for these communities. To determine the effectiveness, exhibit attendees were invited to complete a survey that asked about how the exhibit influenced their interest and understanding of STEM and Hawaiian culture
The "Exhibit appraisal and diverse populations: Pilot research about intersectional and science identities in science exhibits" (APPRAISE) project team worked extensively with minoritized youth between the ages of 9 and 17, including youth of color, girls and non-binary youth, and youth with disabilities, to create a research protocol
The "Exhibit appraisal and diverse populations: Pilot research about intersectional and science identities in science exhibits" (APPRAISE) project team worked extensively with minoritized youth between the ages of 9 and 17, including youth of color, girls and non-binary youth, and youth with disabilities, to create a research protocol
The "Exhibit appraisal and diverse populations: Pilot research about intersectional and science identities in science exhibits" (APPRAISE) project team worked extensively with minoritized youth between the ages of 9 and 17, including youth of color, girls and non-binary youth, and youth with disabilities, to create a research protocol
“Not a place for me” is often one of the main reasons people choose not to visit art museums.
Such perceptions of art museums call for institutions to create wider and more diverse entry points for visitors. At the Art Institute of Chicago—envisioned by our first president as a “museum of living thought”—we seek to continually expand art historical narratives by bringing together a plurality of perspectives and voices to processes of research, scientific and creative inquiry, and to increasingly varied modes of public engagement with art. To achieve these goals we developed a multifaceted
As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) developed, implemented, and evaluated the National Center for Blind Youth in Science (NCBYS), a three-year full-scale development project to increase informal learning opportunities for blind youth in STEM. Through this grant, the NCBYS extended opportunities for informal science learning for the direct benefit of blind students by conducting six NFB STEM2U regional programs included programs for blind youth, their parents/caregivers, blind teen mentors (apprentices), and museum educators.
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
Roots of Wisdom (also known as Generations of Knowledge; NSF-DRL #1010559) is a project funded by the National Science Foundation that aims to engage Native and non-Native youth (ages 11-14) and their families in Traditional Ecological Knowledge (TEK) and western science within culturally relevant contexts that present both worldviews as valuable, complementary ways of knowing, understanding, and caring for the natural world. The Oregon Museum of Science and Industry (OMSI) and its partner organizations, The Indigenous Education Institute (IEI), The National Museum of the American Indian (NMAI
Creating Museum Media for Everyone (CMME) is a proof-of-concept collaborative project between the Museum of Science (MOS) in Boston, WGBH's National Center for Accessible Media (NCAM) and Ideum (Funded by NSF-DRL, award number 1114549). The project aims to show how digital interactive museum exhibit devices can be designed and developed for visitors who have a wide range of disabilities. Current deliverables include two exemplar exhibition components in which museum visitors will learn STEM concepts by manipulating and analyzing real data. To create these deliverables, CMME utilized an
The Gallery of California Natural Sciences hosted four preview events before officially opening all sections. The target audiences for the evaluation of developing exhibits were Members and the general public with a focus on families. Researchers collected qualitative data in response to prototypes and developing exhibits for the Introduction and Oakland Sections, as well as for the developing Now and Then and Coastal Issues Lounges, and for the prototyping of live gallery animations. An exit survey was also administered to capture narrative, qualitative responses to visitors’ experience of
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Oakland Museum of CaliforniaMary T. Faria
This paper reports findings from a study that evaluated the impact child-centered discovery trolleys have on 4-8 year old children's museum experiences. The Queensland Museum developed a set of resource trolleys to introduce young visitors to museums and their collections. Findings from this study add to the body of knowledge on this topic and may have important implications for designing museum experiences that stimulate children's interest in museums and increase learning outcomes. A copy of the questionnaire used in the study is included in the appendix of this paper.
This report details the findings from an exploratory research study conducted by the Research and Evaluation Department at the Museum of Science, Boston about this exhibition, which came to be known as Provocative Questions (PQ). This investigation was guided by the following questions: 1. Will visitors engage in socio-scientific argumentation in an un-facilitated exhibit space, and are they aware that they are doing so? 2. How do the un-facilitated exhibits impact visitors’ socio-scientific argumentation skills? For the exploratory research study, visitors were cued to use the exhibits and