Reflections from a researcher and caregiver on the process of working together on a study examining strategies to communicate the relevance of engineering practices at exhibits.
In collaboration with TERC and informal learning organizations across the United States, COSI’s Center for Research and Evaluation (CRE) is part of an NSF-funded project, Research to Understand and Inform the Impacts of Ambient and Designed Sound on Informal STEM Learning.
An adapted three-dimensional model of place attachment is proposed as a theoretical framework from which place-based citizen science experiences and outcomes might be empirically examined in depth.
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TEAM MEMBERS:
Julia ParrishYurong HeBenjamin Haywood
Museums, science centers, zoos and other informal science education (ISE) institutions often focus on the idea of "authenticity" to engage the public. Authenticity includes providing something real, original, or even awe-inspiring to the visitor or learner--be it an object, a context, or an experience. While those educators, exhibit designers, and program developers who work in ISE settings often recognize authenticity as an important part of many informal learning experiences, this may be simply be an assumption driven by tradition in practice versus a strategy supported by evidence. This project seeks to better understand how and/or why "the real thing" may (or may not be) important for supporting informal science learning. By examining what is already known about authenticity and learning, the project will inform best practices in ISE as well as point to gaps in knowledge that might need further research. It is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.
This research synthesis takes a systematic approach to identify and compile both theoretical and empirical literature to better understand the role authenticity may play in supporting informal science learning. This project will gather ISE literature related to the effects of "authenticity" on learner outcomes, and will look to neighboring disciplines such as psychology, anthropology, media studies, linguistics, marketing and others to seek relevant theoretical perspectives and empirical work that might further understanding of the potential role of authenticity in ISE. The initial phase of the project will focus on gathering theoretical perspectives and positions that help explain the value or importance (or perhaps non-importance) of "realness" as it relates to learning, interest, and experience. A panel of experts from multiple disciplines will convene to help identify key perspectives and frameworks that may clarify the role or impacts of authenticity. A second phase focuses on gathering and assessing empirical studies that support (or refute) the relevant perspectives and theories identified from the initial multi-disciplinary foray into authenticity. To ensure breadth and depth of review, the PIs, research librarians, graduate students, and special topics classes will engage in identifying, evaluating, summarizing, and synthesizing the relevant research (including gray literature) to produce an initial synthesis report that will be reviewed by select experts from the earlier panel. A second convening of practitioners (exhibit developers, educators, program designers, etc.) will be used to further contextualize the findings in ways that may better inform current practices in providing effective ISE. The resulting products include a peer-reviewed research synthesis and a practitioner handbook.
The proposed project's Broader Impacts lie in the potential to inform ISE practice in exhibit and program design and in the delivery of ISE-related experiences. Although the importance of the authenticity of an object or experience may ultimately be determined by the individual, this study will be able to provide guidance to help practitioners and scholars in making sometimes difficult design choices. Such insights may also inform other learning environments (e.g. the classroom) as well as other disciplinary areas (e.g. history, anthropology, art).
This project is funded by the National Science Foundation's (NSF's) Advancing Informal STEM Learning (AISL) program, which supports innovative research, approaches, and resources for use in a variety of learning settings.
The Baltimore Museum of Art (BMA) contracted Randi Korn & Associates, Inc. (RK&A) to conduct reflective case studies of the Outpost, a mobile art museum that took up temporary residence at a variety of sites across Baltimore from 2014-2016. At each site, visitors to the Outpost had the opportunity to view reproductions of artworks from the museum’s collection, make art, and share their experiences of place, home, and life in Baltimore.
RK&A conducted case studies of 10 former Outpost sites, which the BMA chose because they represented a variety of host organization types (e.g., social
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TEAM MEMBERS:
Stephanie DowneyCathy SigmondBaltimore Museum of Art
This summative evaluation study examines visitors' experiences of the "Plastics Unwrapped" exhibit at the Burke Museum of Natural History, Seattle, WA. The exhibit explores the complicated legacy of plastic, and the ways in which it has improved life, but not without serious impact on people and the environment. Within a framework of four evaluation questions, this study used multiple methods to assess what visitors do and where they spend their time in the exhibit, what knowledge they take away, and whether the exhibit impacts visitors' attitude toward plastic and their perception of the
The National Museum of the American Indian in Washington, DC--the first national museum devoted solely to the presentation and support of the indigenous cultures of the Americas--opened its doors to the public on 21 September 2004. This paper reviews the first, second, and third waves of critical response to the museum, in order to assess the strengths and weaknesses of the New Museology in an indigenous museum context. Two distinct tales emerge from these critical responses: one of Native empowerment, and one that centers on the museum's display practices that are informed by the New
The Baltimore Museum of Art (BMA) contracted Randi Korn & Associates, Inc. (RK&A) to conduct a front-end evaluation for a new exhibition around the theme “home.” The exhibition will be the first in the Center for Learning and Creativity (CLC), a new space in the BMA that will be dedicated to creativity and learning. How did we approach this study? The BMA recruited 32 volunteer participants primarily through the BMA’s Facebook page. Participants were asked to spend about 10 minutes looking at a mock-up of exhibition materials and 20 minutes participating in an interview about the mock-up. The
This poster describes the work accomplished by August 2014 for the NSF-funded project "Science of Sharing: Investigating Cooperation, Competition, and Social Interdependence." It was presented at the 2014 AISL PI Meeting in Washington, DC.
There is a growing commitment within science centres and museums to deploy computer-based exhibits to enhance participation and engage visitors with socio-scientific issues. As yet however, we have little understanding of the interaction and communication that arises with and around these forms of exhibits, and the extent to which they do indeed facilitate engagement. In this paper, we examine the use of novel computer-based exhibits to explore how people, both alone and with others, interact with and around installations. The data are drawn from video-based field studies of the conduct and
There is growing interest in the nature of the museum experience among researchers in the fields of art and museum education. The museum experience is broadly defined by John Falk and Lynn Dierking as all that transpires between the person's first thought of visiting a museum, through the actual visit, and then beyond, when the museum experience remains only in memory. Additionally, they propose that this experience varies from individual to individual and, in fact, is dependent upon the interaction between the personal context (the visitor's life experiences, interests and expectations), the
This report proposes a comprehensive study to answer the question: How does conversation as a socially mediating activity act as both a process and an outcome of museum learning experiences? The study will examine museum learning across six kinds of museums and across different kinds of visiting groups. This proposal describes a model of museum learning that puts conversation among different kinds of coherent conversational groups at the core of museum learning. It focuses on ways that conversations are elaborated, enriched, and extended as a consequence of museum activity. The model recasts