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Emma Anderson - One of the best experts on this subject based on the ideXlab platform.
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scaffolding informal learning in Science Museums how much is too much
Science Education, 2013Co-Authors: Susan A Yoon, Joyce Wang, Karen Elinich, Jaqueline B Van Schooneveld, Emma AndersonAbstract:This research follows on a previous study that investigated how digitally augmented devices and knowledge building could enhance learning in a Science museum. In this study, we were interested in understanding which combination of scaffolds could be used in conjunction with the unique characteristics of informal participation to increase conceptual and cognitive outcomes. Three hundred seven students from nine middle schools participated in the study. Six scaffolds were used in various combinations. The first was the digital augmentation. The next five were adaptations of knowledge-building scaffolds. Results demonstrated that digital augmentations, posted questions, and participation in collaborative groups may be the optimal design for improving conceptual learning (content knowledge) while preserving informal participation behaviors. However, our results also showed that obtaining deeper cognitive gains such as ability to theorize only occurred in the most highly scaffolded condition in which students demonstrated much decreased informal participation behaviors. We discuss the implications of our results with respect to the broader research on improving learning in informal Science learning environments.
Neta Shaby - One of the best experts on this subject based on the ideXlab platform.
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The Particular Aspects of Science Museum Exhibits That Encourage Students’ Engagement
Journal of Science Education and Technology, 2017Co-Authors: Neta Shaby, Orit Ben-zvi AssarafAbstract:This research explores learning in Science Museums through the most common activity in a Science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors’ learning experiences with exhibits in a Science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors’ interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10–12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in Science Museums. For example, exhibits that have familiar activation encourage visitors’ interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.
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The goals of Science Museums in the eyes of museum pedagogical staff
Learning Environments Research, 2016Co-Authors: Neta Shaby, Orit Ben-zvi Assaraf, Chagit E. TishlerAbstract:Today, Science is a major part of Western culture. One advantage of informal learning environments is that they are (potentially) open to a wide range of populations with varying levels of interest and knowledge. Because of their informal nature, documenting learning has proven challenging. Studies that assess learning in Museums, therefore, must employ theories of learning that encompass a more complex view of what learning is. This qualitative study was conducted with a population of high-level pedagogical staff from Museums in Israel, Europe and the USA. Its purpose was to characterise staff perception of the goals of Science Museums and how these goals are manifested in the exhibits. Interviews with 17 staff revealed a wide range of goals that come into play in the different Science Museums. Findings suggest that the pedagogical staff perceive the Science museum’s goals as being to change public views regarding Science, promote Science education, and reduce disparities between populations. According to museum staff, Science Museums have an important role in changing visitors’ approach towards Science, as well as providing an additional source of Science education.
Emily Dawson - One of the best experts on this subject based on the ideXlab platform.
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Disorientating, fun or meaningful? Disadvantaged families’ experiences of a Science museum visit
Cultural Studies of Science Education, 2016Co-Authors: Louise Archer, Emily Dawson, Amy Seakins, Billy WongAbstract:It is widely agreed that there is a need to increase and widen Science participation. Informal Science learning environments (ISLEs), such as Science Museums, may provide valuable spaces within which to engage visitors—yet the visitor profile of Science Museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large Science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised families’ experiences as falling into three discourses, as ‘disorientating’, ‘fun’ or ‘meaningful’ visits. Analysis identifies how the families’ experiences, and the likelihood of deriving Science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed.
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equity in informal Science education developing an access and equity framework for Science Museums and Science centres
Studies in Science Education, 2014Co-Authors: Emily DawsonAbstract:Informal Science education (ISE) is a popular pursuit, with millions of people visiting Science Museums, Science centres, zoos, botanic gardens, aquaria, Science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the lens of social inclusion and equity and suggests that, as a field of practice, ISE is exclusive, with relatively little empirical or theoretical research on equity compared to ‘formal’ Science education. This article contributes to Science education scholarship by exploring equity in ISE, bringing together international research on ISE equity issues to examine what an access and equity framework for ISE might entail. It draws on theoretical perspectives from research on social justice, social reproduction and pedagogy to adapt a three-part access framework, focusing in turn on infrastructure access, literacy and community acceptance, to develop an access and equity ...
Susan A Yoon - One of the best experts on this subject based on the ideXlab platform.
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augmented reality and learning in Science Museums
2014Co-Authors: Susan A Yoon, Joyce Wang, Karen ElinichAbstract:Recently, informal Science environments have been highlighted for their potential to improve Science understanding and participation in daily Science activities and scientific careers (Banks et al., Learning and Out of School in Diverse Environments: Life-Long, Life-Wide, Life-Deep, 2007; National Research Council, Learning Science in Informal Environments: People, Places, and Pursuits, 2009; National Research Council, Successful K–12 STEM education: Identifying effective approaches in Science, technology, engineering, and mathematics, 2011). Questions that have arisen from this focus include the extent to which visitors can learn the Science, what supports are needed, and how technology can aid in the learning (National Research Council, Learning Science in Informal Environments: People, Places, and Pursuits, 2009). In this chapter, we review a series of studies that investigate how augmented reality and knowledge-building scaffolds support children’s learning in three different exhibits: “Be the Path,” “Magnetic Maps,” and “Bernoulli Ball.” We discuss design features and evidence that show how our intervention promotes collaboration and improves children’s conceptual understanding. We conclude with a description of an overarching model for exhibit design that aims at improving learning experiences of visitors in the Science museum.
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Making the Invisible Visible in Science Museums Through Augmented Reality Devices
TechTrends, 2014Co-Authors: Susan A Yoon, Joyce WangAbstract:Despite the potential of augmented reality (AR) in enabling students to construct new understanding, little is known about how the processes and interactions with the multimedia lead to increased learning. This study seeks to explore the affordances of an AR tool on learning that is focused on the Science concept of magnets and magnetic fields. Seventy students in grades 5 through 7 participated in the study in a non- AR or AR condition. Findings showed that students in the AR condition interacted with the magnets significantly longer and demonstrated higher amounts of teamwork. In interviews, students identified five affordances of the AR on learning that are closely related to the literature on dynamic visualizations, such as the ability to visualize invisible phenomenon and scaffolds that focus attention on relevant information.
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scaffolding informal learning in Science Museums how much is too much
Science Education, 2013Co-Authors: Susan A Yoon, Joyce Wang, Karen Elinich, Jaqueline B Van Schooneveld, Emma AndersonAbstract:This research follows on a previous study that investigated how digitally augmented devices and knowledge building could enhance learning in a Science museum. In this study, we were interested in understanding which combination of scaffolds could be used in conjunction with the unique characteristics of informal participation to increase conceptual and cognitive outcomes. Three hundred seven students from nine middle schools participated in the study. Six scaffolds were used in various combinations. The first was the digital augmentation. The next five were adaptations of knowledge-building scaffolds. Results demonstrated that digital augmentations, posted questions, and participation in collaborative groups may be the optimal design for improving conceptual learning (content knowledge) while preserving informal participation behaviors. However, our results also showed that obtaining deeper cognitive gains such as ability to theorize only occurred in the most highly scaffolded condition in which students demonstrated much decreased informal participation behaviors. We discuss the implications of our results with respect to the broader research on improving learning in informal Science learning environments.
Dimitris Koliopoulos - One of the best experts on this subject based on the ideXlab platform.
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informal and non formal education an outline of history of Science in Museums
Science Education, 2014Co-Authors: Anastasia Filippoupoliti, Dimitris KoliopoulosAbstract:Although a growing number of research articles in recent years have treated the role of informal settings in Science learning, the subject of the history of Science in Museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of Science in Science Museums and explore the opportunities for the further use of the history of Science in Science museum education practice.