It has been argued that visitors' pre-visit “agendas” directly influence visits. This study attempted to directly test the effects of different museum visit agendas on visitor learning. Two new tools were developed for this purpose: (1) a tool for measuring visitor agendas; and (2) a tool for measuring visitor learning (Personal Meaning Mapping). Visitor agenda was defined as having two dimensions: motivations and strategies. Personal Meaning Mapping is a constructivist approach that measures change in understanding along four semi-independent dimensions: extent, breadth, depth, and mastery
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TEAM MEMBERS:
John H FalkTheano MoussouriDouglas Coulson
In 1984, to begin addressing the issue of long-term learning in museums, [the authors] initiated a series of museum recollection studies. At the time, it seemed critical to understand memories of museums more broadly, to investigate their components, saliency, and persistence, both soon after the experience and long after. [They] began with a series of open-ended, ethnographic-style interviews, conducting the first 11 over a period fo two years. These early interviews proved so interesting and useful that [they] have continued to build on this line of research, as have many others. What does
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
GLOBAL WARMING: UNDERSTANDING THE FORECAST. American Museum of Natural History, New York, NY (May 15, 1992 - January 19, 1993); Museum of Natural History of Los Angeles County (April 3 - July 25, 1993); Carnegie Science Center, Pittsburgh, PA (September 24,1993 - February 13, 1994); Denver Museum of Natural History (November 24, 1994 - March 26, 1995); St. Louis Science Center (May 26 - October 15, 1995); National Museum of Natural History, Washington, DC (December 15, 1995 - May 5, 1996).
Millions of people visit science museums every year (Kimche, 1978; Koran & Dierking-Shafter, 1982). Accordingly, a great deal has been written in the last few years about hte value of out-of-school learning experiences, museum experiences in particular, for enhancing scientific literacy (c.f. Kimche, 1978; Koran & Baker, 1978; Tressel, 1980; Falk, 1982a). In this paper, [the authors] will discuss some of the strengths and weaknesses of museums as agents for science learning.
Every year, millions of people stream through museums--young people and old people--people with varying degrees of education, people alone and in groups. How can museums best serve this diverse audience? One kind of service that museums try to provide is education. Unlike schools, which have age-graded classes and compulsory attendance, museums come face to face with the realities of "free-choice" learning. These realities ensure that predicting what and how visitors learn--let alone if they learn--will be very difficult. One useful index of visitor behavior in a museum becomes an important
Tourism and leisure patterns are changing in the 21st century; increasing numbers of people view leisure and tourism as an opportunity to expand their understanding of themselves and their world. A research model is described herein that utilizes the construct of identity-related visit motivations as a tool for understanding tourists' visits to free-choice learning settings such as aquariums, coastal preserves, and whale-watching cruises. The model could have important implications for both future tourism research as well as improved tourism practice.
Zoos, aquariums and ecotourism experiences have the potential to positively impact visitors’ awareness, appreciation and actions in relation to the wildlife they encounter and the environment in general. This paper presents findings from a three-year study of the impacts of wildlife tourism experiences on visitors’ environmental learning.
This landmark publication identifies strategies for determining the extent and content of museum learning and the visitor experience. Takes into account prior knowledge and experience; subsequent, reinforcing experiences; motivation and attitudes; culture and background; social mediation; design and representation; and the physical setting. Includes possible measurement techniques for the museum context, and recommendations for future research in museum training.
This study investigated visitors' and staff's perceptions about the communication of science in a traditional natural history museum. The research examined the science-related outcomes for adult visitors and explored visitors' and staff's ideas of science and how it is portrayed at the museum.
From the proceedings of the 1991 Annual Visitor Studies Conference. The Interactive Experience Model is a visitor-centered perspective suggests that all experience and subsequent learning is contextual. Experience is dictated by the personal, physical, and social contexts.
From the Proceedings of the 1990 Annual Visitor Studies Conference. This article describes some of the challenges inherent in assessing meaningful museum learning.