This paper presents a novel data analytic approach to collect detailed information from visual artworks. This new method provides researchers with a framework to compare, analyze, and review in a systematic way large quantities of data from visual productions. Drawing on principles of art historical criticism, our research team devised a comprehensive coding scheme that captures both technical and content attributes. The coding scheme is configured to record specific, fundamental features for each artwork, providing an instrument for collecting data and cross-examining codes to reveal content
As part of a grant from the National Science Foundation, the National Federation of the Blind (NFB) is conducting regional STEM workshops in partnership with local science museums, entitled NFB STEM2U, for blind youth [youth], grades 3 – 6 and 9-12. During the third regional workshop in Columbus, Ohio, the NFB operated two different programs simultaneously: one program for youth, and a second program for their parents/caregivers. A third program, for COSI (science center) staff, was conducted earlier to prepare the museum staff to assist with the youth program. A separate report will discuss
The overall purpose of the Kinetic City (KC) Empower project was to examine how informal science activities can be made accessible for students with disabilities. The premise of this project was that all students, including those with disabilities, are interested in and capable of engaging in science learning experiences, if these experiences are accessible to them. Drawing on resources from Kinetic City, a large collection of science experiments, games, and projects developed by the American Association for the Advancement of Science (AAAS), the project researched and adapted five after
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TEAM MEMBERS:
Bob HirshonLaureen SummersBabette MoellerWendy Martin
Informal environments provide students with unique experiences that allow them to actively participate in activities while promoting a positive attitude toward and an increased interest in science. One way to enhance informal science experiences is through the integration of mobile technologies. This integration is particularly useful in engaging underrepresented students in learning science. Our informal environmental science program engages underrepresented, fifth-grade students in an informal learning environment supplemented with mobile tablet technology (iPads). The purpose of this study
In recent years, there has been much concern over the decline of biologists who actually identify themselves to be naturalists, which negatively impacts the field of conservation and the study of biology as a whole. This could result in a decrease in individuals who participate in naturalist-like activities, such as informal environmental education and environmental volunteerism. The purpose of my study was to determine what discourse identities were held by naturalist development program participants, how these discourse identities related to their volunteer motives in environmental settings
Many museum professionals believe that immersive exhibits—those that surround visitors—provide more attractive, engaging and effective learning experiences than tabletop exhibits. We investigated this claim by comparing visitors’ experiences of the two exhibit types, using pairs of exhibits that differed in scale (immersive vs. tabletop), but shared the same content and similar visitor activity. We randomly selected, videotaped, interviewed, and sent follow-up surveys to sixty families who experienced immersive exhibits and sixty families who experienced tabletop exhibits. We found that each
Naturalists act as our link between scientific knowledge and the public’s understanding of natural history and conservation efforts. In order for them to succeed, they need access to reference materials as well as up-to-date information (Mankin, Warner, & Anderson, 1999). Incorporating mobile technology (i.e. tablets) into naturalists’ endeavors in natural history and environmental education can be used as supportive and educational tools. My project investigated how newly trained naturalists used tablet technology while leading groups of children on nature hikes. I investigated naturalists’
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TEAM MEMBERS:
Abuin Marishka Radzewich St. ClairKristy Daniel (Halverson)
Informal science education is a field of study that is becoming increasingly popular and important in the world of science, especially regarding elementary students. It is important to understand how students with learning disabilities and individual education plans react to informal learning experiences. This case study seeks to reveal the experiences of two students with an individual educational plan due to Attention Deficit and Hyperactivity Disorder (ADHD) when participating in an informal nature hike associated with the Over, Under, and Through: Students Informally Discover the
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TEAM MEMBERS:
Ashleigh DavisKristy Daniel (Halverson)
resourceresearchProfessional Development, Conferences, and Networks
In this brief article, VSA President Ridgeley Williams reflects on the past VSA conference in Raleigh, North Carolina and discusses planning for the next conference in Minnesota.
In this article, Rita Mukherjee Hoffstadt, Assistant Director for Traveling Exhibits and Special Projects at The Franklin Institute, summarizes the conversations discussed at the American Association of Museums (AAM) awards session for the 23rd Annual Excellence in Exhibition Competition held at the AAM annual conference in Houston, Texas in May 2011. The winners all embraced and managed an element of risk in the process of creating their exhibitions.
We examined the durability of students’ understanding of lunar phenomena one year after a combination of planetarium and classroom lessons. Children (N=16) were interviewed before and after instruction during Year 1 and then again one year later. Analysis of the interview results and instruction reveals that many students retained an understanding of some of the key constructs targeted in the program. Results also suggest that students were more likely to learn and remember challenging constructs that they actively engaged with in both the planetarium and the classroom.
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Pennsylvania State UniversityJulia PlummerArcadia University