Studying metacognition brings with it many challenges. The challenge of researching metacognition is exacerbated when research, (a) moves from clinical or highly structured settings, those associated with much research in this field, to more naturalistic contexts with less structure, and (b) begins in previously unexplored settings and social contexts with little, if any, existing literature related its study within such settings. We use the metaphor of 'prospecting' to characterise a qualitative methodology that employed a hermeneutic dialectic process to explore the metacognition of parents
The article provides information for the development of a partnership between traditional science classrooms and Informal Science Institutions (ISIs). Topics include popular forms of ISIs, such as zoos, libraries, and government agencies, guidance for choosing an ISI to partner with, and implementing ISI resources in the classroom. Suggestions for steps to take before, during, and after arranging a school field trip to an ISI are also provided.
The author expresses his opinion on the benefits of informal science resources and introduces article topics in this issue, which include school partnerships with local scientists, collaborations with community partners, and family science events.
Summative Evaluation of the Science on a Sphere exhibit at the Denver Museum of Nature & Science. The evaluation looks at the effectiveness of two topics; Earth Systems and Comparative Planetology using Docent lead facilitation, a scripted show, and data sets running in auto-mode (with no recorded narration).
Children's museums represent one of the fastest growing segments of the museum community; however, the evidence base to demonstrate the learning value of these institutions has not kept pace. With funding from the Institute of Museums and Library Services (IMLS), the Association of Children’s Museums (ACM) and the University of Washington’s Museology Graduate Program (UW Museology) are partnering to generate a field-wide research agenda for children’s museums, an agenda that will identify and prioritize the most pressing evidence needed by the field to articulate and demonstrate the distinct
Art history images essential for teaching art history and art appreciation courses at institutions of higher education are important for universities' stakeholders (students, faculty and staff, local museums, and the neighbouring community). Digital images displayed on the Web sites of universities worldwide are generally made available through digitizing slide collections, subscribing to digital libraries of art history images, making use of faculty's personal images and using university library catalogues. When creating a collection of art history images, Russian universities are severely
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TEAM MEMBERS:
Inna KizhnerTatiana KochevaAnna KoulikovaRaissa LozhkinaEugenia Popova
This study compared grandparent-grandchild groups who experienced an informal science exhibition by visiting a museum or by visiting a website. Although intergenerational learning is often the focus of visitor research, few studies have focused specifically on grandparents as an audience. Do they have unique intergenerational needs that museums and websites are not yet supporting? Do they find museums and websites to be good places to learn alongside their grandchildren? Our findings suggested that grandparents prefer museums as locations for intergenerational learning because the museum
The current study compared 90 older adult-child pairs in three different informal settings that focused on the topic of heart health: a museum, the web, and an educational workshop. Pre/post interviews showed that learning in the museum and web was more similar than learning in the workshop condition. Participants learned more about prevention in the workshop, and systems in the museum and web. In addition, older adults in the museum and workshop, reported that they would learn more in the company of children, while older adults would prefer to learn alone while on the web. These findings have
Many teachers are unsure about how to best utilize museum educational resources. They do not think that approaches and strategies from informal learning environments apply to classroom settings (Melber & Cox-Peterson, 2005). Yet studies have shown that simple solutions such as exhibit orientation and conducting pre and post-visit activities to supplement a field trip can help students have a richer learning experience (Gilbert & Priest, 1997; Anderson & Lucas, 1997). The current study explores the affect of making relevant findings from informal learning research explicit to pre-service
The use of the term virtual is commonly associated with the idea of an extension of reality. Similarly, the expression virtual museum is usually adopted to mean a process of duplication of a physical museum and its objects, enabled by information technologies. Therefore, virtual museum has become a useful synonym for multimedia products or Web sites capable of providing new and fresh experiences of a specific museum and its heritage. However, in order to understand and explore further opportunities, profound reflection is necessary. We need to question and investigate the contemporary role of
This dissertation investigates how teaching in a hands-on science center contributes to re-shaping one’s teaching identity. Situated at the New York Hall of Science (NYHS) in Queens, New York, my research approach is to conduct a critical ethnography where the focus is on improving the teaching and learning of science for all involved. In particular, Explainers, floor staff at NYHS, who are studying to be science teachers, are invited to become co-researchers with me.
This thesis adds to the empirical research foundation of informal science education through an investigation of a museum-based astronomy internship for high school students, in the domains of attitudes toward science, knowledge of science, and participatory science learning. Results are presented as three studies, all using a qualitative methodology and including the methods of semi-structured interview, reflective journal, direct observation, audio recording, and artifact collection.