Results for Museums
Viewing 1 - 10 of 27

Wadman, M., deProphetis Driscoll, W. & Kurzawa, E. (2009). Creating communicative scientists. A collaboration between a science center, college, and science industry. Journal of Museum Education, 34(4), 41–54.

In this paper, the authors describe the process and results of an innovative three-partner project that involved students, scientists, and ISE educators in developing resources for a young audience.


Hampp, C., & Schwan, S. (2014). The role of authentic objects in museums of the history of science and technology: Findings from a visitor study. International Journal of Science Education, Part B: Communication and Public Engagement. doi:10.1080/21548455.2013.875238

Objects define museums: The collection, maintenance, and display of objects are the central functions of museum practice. But does it matter whether the objects on display are authentic? Investigators Hampp and Schwan's findings suggest that visitors learn as much from non-authentic objects as from authentic ones, but that aspects of authenticity shape visitors’ emotional experiences of museum objects.


Watermeyer, R. (2010). Social network science: pedagogy, dialogue, deliberation. Journal of Science Communication, 9(1), 1–9.

ISE professionals can use this study as a guide to help them in understanding the uses of social networking sites (SNS). The author maintains that SNS provide a space that allows the public to become better acquainted with the work of scientists, stimulating transparency and accountability, and that encourages the public to become active contributors to scientific research and debate.


Tsybulskaya, D., & Camhi, J. (2009). Accessing and incorporating visitors' entrance narratives in guided museum tours. Curator: The Museum Journal, 51(1), 81–100.

ISE educators who provide guided tours at museums and similar institutions will be interested in this paper as it addresses how informal educators can assess a visitor's "entrance narrative," or collection of experiences, memories, and knowledge related to the subject matter of the museum, and respond to it in ways that enhance and increase visitors engagement with the subject matter during the tour. Visitors that experienced the entrance narrative mapping technique described here believed it helped them more deeply engage in the subject matter of the tour.


Dewitt, J., & Hohenstein, J. (2010). School trips and classroom lessons: An investigation into teacher student talk in two settings. Journal of Research in Science Teaching, 47(4), 454-473.

In teacher-student interactions during pre-visit, in-museum, and post–field trip interactions, open-ended styles of questions tended to happen more often during the in-museum part of the field trip, although closed-ended questions were still more frequent overall.


Evans, E. M., Spiegel, A. N., Gram, W., Frazier, B. N., Tare, M., Thompson, S., et al. (2010). A conceptual guide to natural history museum visitors’ understanding of evolution. Journal of Research in Science Teaching, 47(3), 326–353.

This study is an examination of the patterns of explanation in adult museum visitors about evolution and creationism, and the coherence of their reasoning patterns, including the persistence of intuitive childhood beliefs. The responses of all the visitors were a mix of novice naturalistic (intuitive), informed naturalistic (evolutionary), and creationist reasoning patterns. This paper can be of help to science educators to recognize different patterns of visitors’ reasoning about evolution to support the development of a more informed understanding of natural selection, the micro- and macro- processes of evolution, and the evolutionary ideas of Darwin.


Karnezou, M., Avgitidou, S., & Kariotoglou, P. (2013). Links between teachers’ beliefs and their practices in a science and technology museum visit. International Journal of Science Education, Part B: Communication and Public Engagement, 3(3), 246–266. doi:10.1080/21548455.2013.773467

This study examined the ways in which teachers’ beliefs influence their practice when taking students to visit a science and technology museum. The researchers interviewed 14 primary and secondary school teachers before and after their museum visit, which was also observed. They found a clear relationship between teachers’ beliefs about the value of informal, museum-based learning and their goals and actions before, during, and after the visit.


Van Schijndel, T. J. P., Franse, R. K., & Raijmakers, M. E. J. (2010). The Exploratory Behavior Scale: Assessing young visitors’ hands-on behavior in science museums. Science Education, 94, 794–809.

The authors of this paper were interested in knowing how parents can support exploratory behaviors of their preschool-aged children at museum exhibits. They developed a quantitative instrument based on psychological literature on exploration and play in order to describe and quantify young children's increasing levels of exploration of their environment. They then tested the measurement tool with parents and their preschool-aged children to investigate what types of adult coaching would achieve high-level exploratory behavior at various exhibits.


Achiam, M. F. (2013). A content-oriented model for science exhibit engineering. International Journal of Science Education, Part B: Communication and Public Engagement, 3(3), 214–232. doi:10.1080/21548455.2012.698445

Achiam presents a template for improving the exhibit design process to ensure that the visitor experience matches the designer’s intended learning outcomes. The template is based on praxeology—a model of human activity that, in the case of museum engagement, addresses the ways in which visitors know what to do with an exhibit and then come to understand the scientific phenomena the exhibit was designed to demonstrate


Pekarik, A. J. (2010). From knowing to not knowing: moving beyond “outcomes.” Curator: The Museum Journal, 53(1) 105–115.

In this paper, Pekarik challenges the conventional approaches that institutions use to monitor success. He argues that outcome-based evaluations simply record impact in a set of predetermined categories and do not document the many and varied effects that participants may experience. This paper may be of interest to informal educators seeking new ways of thinking about program evaluation.




Viewing 1 - 10 of 27