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 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.
The science museum field has made tremendous advances in understanding museum learning, but little has been done to consolidate and synthesize these findings to encourage widespread improvements in practice. By clearly presenting the most current knowledge of museum learning, In Principle, In Practice aims to promote effective programs and exhibitions, identify promising approaches for future research, and develop strategies for implementing and sustaining connections between research and practice in the museum community.
Front-line educators are arguably critical to the visitor experience at museums and science centers across the country. However, little research exists to inform staff facilitation strategies or professional development efforts. In this article, we describe the results of a qualitative study of 63 staff-family interactions in a science center, focusing particularly on the role of adult family members.We observed three distinct phases of interaction, during which adult family members acted as gatekeepers to deeper staff engagement. The results suggest that in order to successfully facilitate
Poster on NSF grant DRL-1114467 (""Collaborative Research: Full Scale Development: Native Universe - Indigenous Voice in Science Museums"") from the 2012 ISE PI Meeting.
Presentation on NSF grant DRL-0714629 (""Collaborative Research: Cosmic Serpent - Bridging Native and Western Science Learning in Informal Settings"") presented at the CAISE Convening on Professional Development and Informal Science Education, February 2nd, 2012.
The Review of NISE Network Evaluation Findings: Years 1-5 seeks to investigate the work of the NISE Network since its inception in 2005 and provide an overarching summary of NISE Net Public Impacts evaluation efforts to the NISE Network and the broader ISE field. This Review is divided into six chapters, representing the following themes: Connecting ISE Professionals with Nano Informal Science Education; Connecting University-Affiliated Individuals with Nano Informal Science Education;Engaging the Public in Learning about Nano through NISE Network Educational Products;Engaging the Public with
Nanoscience is an emerging scientific field, and therefore an increasing amount of funding is flowing into nanoscience and nanotechnology research, including money from the federal government. Several studies of public understanding and public attitudes toward nanoscience have shown that most of the public is generally uninterested in and unmotivated to learn about nanoscale science and technology3. Because this emerging interdisciplinary field of science offers so much promise, and because it will have an increasing presence in everyday life, the NSF is committed to increasing public
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TEAM MEMBERS:
Mark St. JohnJenifer V. HelmsNanoscale Informal Science Education (NISE) NetworkPam CastoriJudy HirabayashiLaurie LopezMichelle Phillips
This report highlights the findings from Inverness Research's summative study of the TEAMS III Collaborative. In particular, it highlights the lessons learned from a study to incorporate research on how to design exhibits that promote more effective conversations into the exhibit development process.
Museums are shifting from being object and collection centered, towards a focus on space, affect and audience by producing multi-dimensional spatial non-lineal experiences. Interactivity is used unquestionably to verify this shift. Through the findings of a case study the ‘High Arctic’, a temporary exhibition at the National Maritime Museum, the paper will discuss how the museum interprets and practices the notion of interactivity. Through examining the multiplicity of museum with the focus being on process, the possibility of opening and creating new models of experience can be evaluated
This Communicating Research to Public Audiences project focuses on the Reedy Glacier Antarctic research of Brenda Hall (OPP 0229034) and its relevance to the residents of and visitors to Maine. Collaborators include the University of Maine, the Maine Discovery Museum, the Acadia National Park and Cadillac Mountain Sports (an environmentally active retail company with several stores around the state). The primary deliverable is the development of an interactive software program that presents information and experiences in a two-tiered concept approach -- on the Reedy Glacier and its connection to Maine and on the process of science. The software is being configured into kiosks at the three partnering organizations, into a DVD format for informal and formal settings to be distributed at cost and onto a University of Maine Climate Change web portal currently under separate development. The project web site will provide source code for the portal design so others may use it to create portals and modules of their own. The Maine Discovery Museum intends to create additional exhibitry on the topic with resources outside this proposal, and the Acadia National Park will use the programs in teacher education workshops.
CENTC's (Center for Enabling New Technologies Through Catalysis) outreach is focused on partnerships with science centers. Initially we worked with the Pacific Science Center (PSC) to train our students in effective communication of science concepts to public audiences. Later we developed a short-term exhibit, Chemist - Catalysts for Change in the Portal to Current Research space. As part of the CCI/AISL partnership program, we partnered with Liberty Science Center to create an activity on a multi-touch media table, "Molecule Magic." We are currently developing another exhibit with PSC.