This research study reports on the evaluation of the outcome and impact of learning as a result of the implementation of Education Programme Delivery Plans in 69 museums in the nine regional museum hubs in England during September, October and November 2005. This is the second study of the impact of learning achieved through museum school services which have been funded through the Renaissance in the Regions programme, which provides central government funding to museums in the English regions. The first study 'What did you learn at the museum today?' was carried out in 2003. The findings of
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TEAM MEMBERS:
Eilean Hooper-GreenhillJocelyn DoddLisanne GibsonMartin PhillipsCeri JonesEmma Sullivan
This paper describes an approach to familiarizing individuals with modern scientific processes through the facilitation of informal learning experiences in and around the museum. Several methods for development of such exhibits and exhibit content are presented. These experiences are discussed and later implemented in the context of the Adler Planetarium and Astronomy Museum in Chicago, IL. The exploration functions as an educational guideline by which museum exhibits may be developed in order to familiarize a more general audience with processes behind scientific research and to make science
In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free-choice learning environments on the conservation-related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation
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TEAM MEMBERS:
Amy GroffDonna LockhartJacqueline OgdenLynn Dierking
This study, requested by Smithsonian Secretary Lawrence Small, was conducted between April 2004 and May 2005, over all four seasons, and used the following methods: 1) open-ended interviews with 55 visit groups; 2) formal observations of a sample of 100 visitors, for which the observer estimated the age and gender of visitors and noted their paths, all stops over 3 seconds in length, what displays they looked at, and which hands-on devices they used; 3) a peer review panel comprised of seven ex- hibition specialists (curators, designers,writers, educators, and exhibition developers) who work
This paper discusses a study that tracked the behavior of 350 visitors to the Lester E. Fisher Great Ape House at Lincoln Park Zoo over a 12-month period. Findings relate to visit durations, including children vs. adults as well as visitors' responses to interpretive graphics. This data adds to the growing literature on visitor behavior in zoological parks and have helped to guide several aspects of exhibit design for Lincoln Park Zoo's new ape facility.
This paper discusses how museums can encourage chaperones to facilitate deeper experiences for students during field trips. The authors describe how the California Science Center's ThinkSCIENCE! Pathways field trip program addresses this issue. Pathways asks chaperones to become facilitators by using "chaperone sheets," sets of materials containing gallery-specific questions, activities, and points of interest to help chaperones engage students in discussion. This article cites findings from a rigorous formative evaluation of these chaperone sheets and the program in general.
This paper reports a formative evaluation of an interactive exhibit in the Museum of Science, Boston, that encouraged visitors to create a model using everyday materials. The materials provided for visitors to create their models changed during the period of the evaluation, and visitors were observed and interviewed as they engaged with the various prototypes. Evaluation results show that the type of modeling material presented influenced the visitors' model making process and individual learning and behaviors as well as the interactions visitors had with each other.
This paper explores the question “What proportion of the local population can museums expect to attract?”, using data on museum visitation collected by means of a population-based sample survey repeated each six months from July 1991 to February 2004 in Sydney, Australia. The links between reported museum visiting and self-described personality attributes are also explored. The findings suggest that there is a limit to the audience for museums and that this limit appears to be driven by people's preferences for conceptual cognitive activity.
This article discusses a study that examined the perceptions of students of Punjab, India regarding their interest in, perceived knowledge of, and perceived importance of various science topics. The study was conducted to help inform the development of exhibitions and education programs for the new "Pushpa Gural Science City." The study demonstrates that the outcomes of front-end studies are not always clear-cut, and that museums still must ultimately struggle with their own philosophies about the curriculum they display and interpret in the light of the outcomes of front-end studies they
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TEAM MEMBERS:
David AndersonZuochen ZhangSudeep ChatterjeePhil AldrichRandi Robin
This article presents findings from a study that employed visitor surveys and observations to assess the factors that significantly influence visitor behavior and viewing time in six zoo exhibits with underwater viewing. The authors' research revealed that visitor group type, size of underwater viewing windows, animal size, aquatic activity, and presence of infant animals had significant impacts on visitor behavior. They discuss implications for the planning and design of exhibits with underwater viewing. The appendix includes the survey used in the study.
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TEAM MEMBERS:
Stephanie Clark RidgwayMargaret LivingstonSteven E. Smith
This article discusses visitors' ability to interpret geographic maps. It describes a study that examined how easily adult visitors to the Bronx Zoo were able to identify two continents and countries on maps, and their interpretation of the term "range." Findings suggest a need to revise maps in exhibit labels to improve visitor comprehension and the authors make recommendations on how to do so. The appendix includes a copy of the interview protocol used in the study.
This article reviews recent research about museum fatigue, and discusses its causes. Visitor attributes, the museum setting, and interaction between them, seem to underpin fatigue, and their relative importance differs according to behavioral changes under investigation. An updated definition of museum fatigue is provided, along with suggestions for museum professionals to investigate fatigue within their museums.