As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) is conducting regional STEM workshops in partnership with local science museums, entitled NFB STEM2U, for blind youth [youth], grades 3 – 6 and 9-12. During the third regional workshop in Columbus, Ohio, the NFB operated two different programs simultaneously: one program for youth, and a second program for their parents/caregivers. A third program, for COSI (science center) staff, was conducted earlier to prepare the museum staff to assist with the youth program. A separate report will discuss
This essay begins by considering museum studies in relationship to curriculum studies and new museology. The author notes that traditional museum and school learning modes have focused more on measurement than meaning, while curriculum studies and new museology urge a broader exploration of the social purposes of education. Drawing on the work of Myles Horton and the Highlander Folk School, popular education is offered as a model for exhibitors and other museum educators. The essay closes with examples from an exhibit project by graduate students. This section shares analyses of traditional
Research into learning in informal settings such as museums has been in a formative state during the past decade, and much of that research has been descriptive and lacking a theory base. In this article, it is proposed that the human constructivist view of learning can guide research and assist the interpretation of research data because it recognizes an individual's prior knowledge and active involvement in knowledge construction during a museum visit. This proposal is supported by reference to the findings of a previously reported interpretive case study, which included concept mapping and
Museums are excellent locations for testing ubiquitous systems; the Exploratorium in San Francisco offers a unique and challenging environment for just such a system. An important design consideration is how users switch between virtual and physical interactions.
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TEAM MEMBERS:
Margaret FleckMarcos FridEamonn O'Brien-StrainRakhi RajaniMirjana Spasojevic
Interviews conducted during the summer of 2006 with people in and around the international museum community suggest that the interests natural history museums share in common with each other and with other kinds of organizations and communities are creating an array of new links across institutional, social and cultural boundaries. These links are active, complex, networked relationships directed toward common purposes. Museums that are taking advantage of this emerging environment are becoming “hyperconnected hubs” across which knowledge is exchanged and action initiated. In forging a
The study aims to characterize contextual learning during class visits to science and natural history museums. Based on previous studies, we assumed that “outdoor” learning is different from classroom-based learning, and free choice learning in the museums enhances the expression of learning in personal context. We studied about 750 students participating in class visits at four museums, focusing on the levels of choice provided through the activity. The museums were of different sizes, locations, visitor number, and foci. A descriptive-interpretative approach was adopted, with data sources
This article begins with two examples that demonstrate adult interactions with young learners during conversations in informal learning environments. Family visits to informal learning environments provide opportunities to learn together, interact, engage in conversations, and learn more about one another. This article explores family learning in informal environments and suggests ways for parents to guide young learners in conversations to make sense of exhibit and program content. Parents can maximize learning and draw children into equitable learning conversations through the strategies
In this paper, Douglas Hoy of the National Museum of Natural Sciences the impact of new admission fee guidelines from a comprehensive study commissioned by the Canadian government. Hoy presents an overview of the new fees program enacted in June 1988 and its influence on museum attendance throughout Canada.
This paper discusses how audience research can help staff at historic houses monitor the quality of their offerings and attract visitors. It provides a review of evaluation efforts at one historic house, the Moody Mansion and Museum, from the perspective of the museum director, Patrick H. Butler III, as well as an evaluator, Ross J. Loomis of Colorado State University, who worked with Butler and other museum staff. This paper includes questions from a short visitor survey used in the research.
A range of sources support science learning, including the formal education system, libraries, museums, nature and Science Centers, aquariums and zoos, botanical gardens and arboretums, television programs, film and video, newspapers, radio, books and magazines, the Internet, community and health organizations, environmental organizations, and conversations with friends and family. This study examined the impact of one single part of this infrastructure, a Science Center. This study asked two questions. First, who in Los Angeles (L.A.) has visited the California Science Center and what factors
This paper presents two perspectives that the author believes will contribute to an enhanced ability to describe and understand learning from museums. Arguably, a major strength of the past decade of research on learning from museums has been the description and investigation of many of the myriad factors that appear to influence learning from museums. However, though we now understand the factors, we do not yet know how to consider them holistically. We do not conduct research as if all these variables were important. In addition, we have not sufficiently incorporated scope and scale into our
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Institute for Learning InnovationJohn H Falk
The science museum field has made tremendous advances in understanding museum learning, but little has been done to consolidate and synthesize these findings to encourage widespread improvements in practice. By clearly presenting the most current knowledge of museum learning, In Principle, In Practice aims to promote effective programs and exhibitions, identify promising approaches for future research, and develop strategies for implementing and sustaining connections between research and practice in the museum community.