Several instruments have been developed to assess student images of scientists, but most require children to respond in writing. Since not all children can respond appropriately to written instruments. Chambers (1983) developed the Draw-A-Scientist Test (DAST) in which children's drawings are rated according to particular characteristics present or absent in the drawings, allowing researchers to determine the images of scientists children hold. In order to improve the objectivity and interrater reliability of this means of assessment, the authors built upon Chambers' study to develop a
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TEAM MEMBERS:
Kevin FinsonJohn BeaverBonnie Cramond
In this case study, Carey Tisdal, internal evaluator at the St. Louis Science Center (SLSC), discusses the use of teacher response groups in the development of the school visit program at SLSC. This paper uses a case method to describe: (1) the context of policy and program issues from which the study arose, (2) the reasons this specific method was selected, (3) the development of a data base, (4) how the method was implemented to recruit and interview teachers, and (5) an analysis of the limitations and benefits of the methods.
This study investigated variables that influence the utilization of museums by African Americans. A sample of 333 African Americans from six Eastern U.S. communities were interviewed at home about their leisure activities; particularly, their use of museum-like settings. Key variables that influenced museum visits were income, education, the community in which individuals lived, childhood experiences and participation in church-related activities. Although SES, cultural differences and latent racism impacted present-day African American use/non-use of museums, historic patterns of museum use
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Institute for Learning InnovationJohn H Falk