Search

Explores to what extent and for which visitors do free-choice learning settings accomplish their educational mission. Uses data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern the nature of changes in aquarium visitors' conservation knowledge and attitudes. Discusses the effects of learner grouping into conservation knowledge and attitude. (Author/KHR)

Rural libraries are central hubs for their communities and for sharing knowledge. For these reasons, they are an essential component of community science literacy. As part of the "Rural Gateways" project, researchers examined the science attitudes and self-efficacy of rural librarians and how these variables relate to librarians' identity as science program developers. From across the United States, 110 rural librarians filled out a questionnaire measuring their science self-efficacy. Although most librarians reported high levels of science self-efficacy, some statistically significant differences existed between subgroups. On average, librarians with above-average science self-efficacy were significantly more likely to view themselves as developers of adult science programming. In many cases, librarians previously were involved in creating adult science programming within their rural communities. We discuss our findings in relation to current understandings of self-efficacy and library practice, as well as implications for learning in informal science education settings more broadly. [ABSTRACT FROM AUTHOR]

This study directly tests the effects of different museum-visit agendas on visitor learning. Two tools were used, a tool for measuring visitor motivations and Personal Meaning Mapping (PMM), a constructivist approach that measures visitor learning. Individuals who strongly desired both an educational and an entertaining experience learned more than those focusing on education or entertainment alone. Contains 23 references. (Author/PVD)

Reports on 128 subjects interviewed about their recollections of school field trips during their early years of school. Ninety-six percent could recall school field trips, with the majority recalling when they went, with whom they went, where they went, and three or more specific aspects of what they did. The study reinforces interrelationships between cognition, affect, and physical and social context. (AIM)

Investigates a museum exhibition design assumption that visitors develop conceptual understanding of a science topic after utilizing a cluster of conceptually related exhibits which lack explicit concept labeling. Also investigated whether visitor concept development could be enhanced through the addition of explicit labeling of the intended conceptual message. (Author/DKM)

COVID-19 (C19) was first recognized and described in November 2019 in Wuhan. In January 2020, WHO declared a public health emergency of international concern as a result of the spreading epidemic. By March of the same year, C19 was declared a pandemic. In connection with the pandemic, individual countries around the world enacted a variety of policies designed to slow the spread of C19; policies which dramatically impacted visits to museums of all kinds. Lockdowns selected institutional closures and restrictions and declines in tourism all contributed to precipitous declines in the use of museums. In response, museum significantly increased their digital presence, attempting to replace in-person experiences with virtual experiences of all kinds. However, the inherent limitations of the digital realm, including and particularly financial limitations, suggest an uncertain future for museums. We use data from visitations to the worlds' ten largest art museums over the period 2007-2020 as a vehicle for tangibly describing and discussing these issues. [ABSTRACT FROM AUTHOR]

Research shows that visitors to museum exhibitions acquire conceptual and factual information after fairly brief interactions with associated exhibit clusters, with the repeated and explicit displaying of the conceptual message helping the learning process. Research demonstrated visitors' greater concept development without and with explicit labeling in an exhibit cluster showing how air pollution is affected by transportation in Los Angeles, CA, but only with explicit labeling in the cluster showing vertebrates' conception and early development.

Research on family behavior in informal science environment and the quality of family learning revealed that these settings helped spread science awareness to families. Families acquired a considerable amount of information from museums and exhibits since they discussed their observations among themselves. Children's knowledge is improved by preactivity instruction to parents.

Discusses the learning potentials of science museums. Examines studies that relate to visitor use and learning. Contrasts learning in museums with most school-based learning, particularly with regard to the museum's emphasis on the use of objects as the focus on learning. (TW)

The impact of a field trip on the attitudes, behavior, and learning of 196 third- and fifth-grade students was assessed. Third grade students seemed overwhelmed by the field trip and learned more from an outdoor science activity near their school. Fifth grade students were stimulated by the trip and bored by the outdoor lesson. (Authors/PP)

Validity of using time and behavior as predictors of learning was tested by collecting detailed visitor behavior and time expenditure while interacting with a participatory museum exhibit. Data from 12- and 13-year-olds (N=63: 32 males, 31 females) support the feasibility of using these predictors. Learning was measured using a 14-item test. (Author/JN)

Six studies on school field trip learning are reviewed. Among the findings reported are those indicating that students' perceptions of the novelty of the trip affects what they learn, and that imposed learning will be inhibited in settings where novelty is either extremely great or small. (Author/JN)

Individuals residing in the rainforest belt of Nigeria were shown photographs of five biomes: rain forest, deciduous forest, coniferous forest, savanna, and desert. Subjects overwhelmingly selected savanna scenes as representing the most desirable place to live. These results, coupled with extensive American data, support the hypothesis that humans possess an innate preference for savanna-like settings, which then is modified through experience and enculturation. Findings are discussed in relation to anthropological, biological, and psychological research.