In February 2013, the Atomic Heritage Foundation (AHF) brought together historians, sociologists and other scholars, as well as museum directors and thought leaders from the informal science education field to engage in a two-day discussion to explore ways to engage the public in the topic of the development of the atomic bomb in the context of history, society and culture. The workshop, titled "Transforming the Relationship Between Science and Society: The Manhattan Project and Its Legacy," had as its overarching goal to identify how the Manhattan Project might best be interpreted in a
This article discusses a Visitor-Center Evaluation Hierarchy that illustrates the relationships between evaluation needs and various methodologies that, in turn, yield a variety of visitor data important to educators, marketers, evaluators, administrators, and program funders. It includes discussions about the utility of the hierarchy, implications of data gathering at each level, issues related to measurement and sampling, and a list of resources for further discovery.
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 article develops an argument that the type of intervention research most useful for improving science teaching and learning and leading to scalable interventions includes both research to develop and gather evidence of the efficacy of innovations and a different kind of research, design-based implementation research (DBIR). DBIR in education focuses on what is required to bring interventions and knowledge about learning to all students, wherever they might engage in science learning. This research focuses on implementation, both in the development and initial testing of interventions and
This funding solicitation for FY2014 in the Advancing Informal STEM Learning (AISL) program at the National Science Foundation seeks to advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; provide multiple pathways for broadening access to and engagement in STEM learning experiences; advance innovative research on and assessment of STEM learning in informal environments; and develop understandings of deeper learning by participants. The AISL program supports five kinds of projects: 1) Pathways, 2) Research in
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National Science FoundationNational Science Foundation
This paper discusses a recent effort by staff at the Henry Ford Museum and Greenfield Village to systematically re-research and reassess every key structure in the Village. During this project, staff discovered that the current interpretation of the Mattox House was seriously incorrect. It was decided that a new exhibit would be developed to replace this inaccurate representation. This paper briefly outlines the seven different types of research that were conducted during this redevelopment process, describing for each the purpose, and the ways in which each influenced the development of the
In this paper, the Franklin Institute's Ann Mintz discusses the managerial challenges associated with evaluation projects. Mintz explains how evaluators teeter on a continuum serving as both as artists and educators throughout the evaluation process. She cites evidence from an ongoing project at the Franklin Institute called the The Franklin Institute Computer Network that serves seven categories of museum visitors.
This paper outlines the methodology and findings of a front-end evaluation conducted by staff at the Science Museum at the National Autonomous University of Mexico in preparation of opening a new Biodiversity Hall. Researchers surveyed junior high teachers and students to better understand this audience's attitudes about the environment, evolution, taxonomy, biodiversity, etc. as well as their general knowledge of these topics.
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Silvia E. ZamoraSusana Lopez de LaraAdriana Bravo
In this article, Jennifer B.J. Cave discusses methods and findings from an audience research project completed for use both the strategic planning process and the design concept of a new Children's Museum, part of the Canadian Museum of Civilization complex in Ontario.
In this bibliography, Jacksonville State University researcher Stephen Bitgood presents a list of research reports on the topic of school field trips to museums and zoos.
In this article, University of Florida researchers John J. Koran, Jr., Mary Lou Koran, and Jim Ellis present a review of research on the effectiveness of field trip experience and analyze findings for trends.
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John J. Koran Jr.Mary Lou KoranJim Ellis
In this article, Jacksonville State University researcher Stephen Bitgood presents a general overview of the literature on field trips. Bitgood reviews the four phases of school field trip programs: planning of the program, pre-visit preparation, on-site activities, and follow-up activities. Bitgood cites studies that address each of phase and acknowledges gaps in current research.