Constructivist education theory postulates (Fosnot, 1996; Hein, 1998) that visitors learn actively and create their own meanings as they interact with the world. This raises challenges for visitor studies, since it may be difficult to plan a reasonable evaluation strategy for exhibitions if visitors’ actions and outcomes cannot be determined in advance. Constructivist theory also requires an appropriate evaluation approach (Hein, 1997). This paper illustrates the use of a combination of methodologies that allow visitors’ meanings and activities to emerge as they visit an interactive, non-linear exhibition. The Museum’s description of Investigate! illustrates the constructivist nature of the exhibition.
Document
Associated Projects
TEAM MEMBERS
Kerry Bronnenkant
Evaluator
Judith Kelley
Evaluator
Museum of Science, Boston
Evaluator
Citation
Funders
NSF
Funding Program:
ISE
Award Number:
9050232
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