Interactives—computers and other multimedia components, physical manipulatives (including whole-body and tabletop activities), and simulations—occur in all types of museums. There is considerable interest in the nature of the learning that happens when visitors use interactives. Museum professionals have enlisted constructivist theory to support the notion that interactive elements are invaluable components of any exhibition experience, and are effective learning tools that enable active visitor engagement. Interactives are also seen as vital to sustaining institutional image and expanding
Most free-choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free-choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free-choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced
Science beyond the schoolhouse is the subject of this close-up look at informal science--education in non-traditional settings, including Boys and Girls Clubs, 4-H, zoos, aquariums, and public television. More than a dozen writers draw on personal experiences to tell why they became informal science educators and how they use the history and theory of traditional science education in their work. Among the features of this book for informal science educators are a resource directory and a special section on program evaluation. Articles include: (1) "The Symbiosis of Formal and Informal
This study at the National Aquarium in Baltimore (NAIB) was conducted to assess four key aspects of the visitor experience: (1) incoming conservation knowledge, attitudes, and behavior of NAIB visitors; (2) patterns of use and interaction with exhibition components throughout the NAIB; (3) exiting conservation knowledge, attitudes, and behaviors of visitors; and (4) over time, how the NAIB experience altered or affected individuals' conservation knowledge, attitudes, and behaviors. Three hundred six visitors participated in the study, which was conducted from March through July, 1999. The
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TEAM MEMBERS:
Institute for Learning InnovationJohn H FalkLeslie AdelmanSylvia James
The purpose of this study was to investigate a museum exhibition design assumption that visitors develop conceptual understanding of a science topic after utilizing a cluster of conceptually related exhibits which lack explicit concept labeling; also investigated was whether visitor concept development could be enhanced through the addition of explicit labeling about the intended conceptual messages. Two very different clusters of exhibits were selected for investigation: how transportation in Los Angeles affects air pollution (“Transportation”) and the conception and early development of
Most people visit a science center in order to satisfy specific leisure-related needs; needs which may or may not actually include science learning. Falk proposed that an individual's identity-related motivations provide a useful lens through which to understand adult free-choice science learning in leisure settings. Over a 3-year period the authors collected in-depth data on a random sample of visitors to a large recently opened, hands-on, interactive science center; collecting information on why people visited, what they did within the science center, what they knew about the subject
Falk and Dierking’s Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute to learning outcomes when not studied in isolation? and (2) Does the Contextual Model of Learning provide a useful framework for understanding learning from museums? A repeated measure design including interviews and observational and behavioral
As more and more people look to institutions of informal education os places where science education occurs (Kimche, 1978; Tressell, 1980), increased attention has focused upon assessing learning in these out-of-school settings. In particular, instituions such as museums, nature centers, and zoos have devoted considerable efforts towards developing evaluation techniques. A multitude of procedures and approaches have been tired. These include questionnaires (Eason & Linn, 1976; Borun, 1977), empirical testing designs (Screven, 1974; Snider, Eason, & Friedman, 1979; Wright, 1980), and various
Wildlife tourism experiences have the potential to positively impact tourists’ awareness, appreciation and actions in relation to the specific wildlife they encounter and the environment in general. This paper investigates the extent of such impact across multiple sites, and uses Structural Equation Modelling to identify factors that best predict positive long-term learning and environmental behaviour change outcomes. Three sets of variables were measured – visitors’ entering attributes (including pre-visit environmental orientation and motivation for the visit), salient aspects of the
Marino et al. (2010) recently published a critique of a three-year National Science Foundation—funded investigation of the impact of zoo and aquarium visits on the public's understanding of animals and their attitudes toward conservation (Falk, Heimlich, & Bronnenkant, 2008; Falk, Reinhard, Vernon, Bronnenkant, Deans, & Heimlich, 2007; Heimlich, Bronnenkant, Witgert, & Falk, 2004). This critique of that critique will show that Marino et al. seriously misrepresent both the intent of the research and the methods used. The methods used by Falk and his colleagues were consistent with current
A number of investigators have argued that emotion plays an important role in free-choice learning in settings such as museums, science centers, zoos, and aquariums, particularly given the relationship between emotion and cognition. Despite considerable research on the cognitive aspects of visits, empirical studies on emotion in such settings are virtually non-existent. This study investigated the role that emotion plays in facilitating and enhancing learning at a science center. Three major research questions were addressed: (a) Can emotion be measured using Russell's Affect Grid in a non
Based upon the findings of hundreds of long-term interviews with museum visitors, Falk observes that museum visits generate complex, personally rich meanings for people. He hypothesizes that visitors have a working model of what an art museum affords and self-select to use the museum based on a limited set of identity-related self-aspects--traits, roles, attitudes, and group memberships associated with self-identification. He further hypothesizes that visitors utilize these self-aspects both prospectively in justifying their visit, revealed through self-defined visit motivations, and again