Dissertations / Theses on the topic 'Exhibit learning'
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1
McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1645.
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Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Hall, Jennifer Anne. "Exploring the overlap between family learning and exhibit label text at an interactive science exhibit." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12369.
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Visiting in family groupings, many parents and children attend museums expecting their visit to involve learning in some capacity. Families engage in learning experiences when they interact with exhibits designed by the museum. Museums are also responsible for the exhibit label text that accompanies exhibits, which can act as a key educative tool.
Using a sociocultural theoretical framework, this study assumed that learning is mediated by social engagement and that a family operates as a unique community of learners. It was also assumed that learning is mediated when a group of family members engage with and respond to settings designed by the museum. In these situations families interact with exhibit label text. This study investigated the ways in which family learning was mediated by exhibit label text.
Twenty seven families participated in the study, which employed an interpretive case study approach to data gathering. Each family was considered a singular case with its own unique expectations and agendas, which influenced their exhibit experiences. The exhibit experiences were investigated through an analysis of conversations between parents and children at the exhibit, during which one of four labels was on view. Pre- and post-exhibit experience interviews were conducted with parents who were asked to respond to different label text.
The outcomes of this study suggest that exhibit label text can act as a very effective research tool for the identification of family’s learning agendas and experiences. Three key findings were noted: 1. Not all parents consider the same exhibit label text to be relevant to their family learning experience. 2. Parents value label text that prompts and supports their exploration of and conversation about the interactive science exhibit. 3. Parents also consider label text as a mediator of learning opportunities that extend beyond the museum visit.
Further recommendations for museum educators, exhibit designers, and researchers are addressed in the concluding chapter, including suggestions for future studies about both family learning and exhibit label text.
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Josefson, Sachel. "Tradeshow exhibits as places of learning| A case study of an exhibit house in the Midwest." Thesis, The University of North Dakota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247139.
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The purpose of this case study was to understand tradeshow exhibits as places of learning. The existing literature suggests that tradeshows are events of learning, but the purpose of this research study was to fill a pronounced gap in the literature by better understanding tradeshow exhibits as places of learning through the perceptions and experiences of industry professionals at a Midwestern exhibit house. Tradeshows have traditionally been understood to be temporary marketplaces where organizations from a given industry convene to display their products and services to potential buyers. While tradeshow exhibits are still seen in this research study as temporary places for trade, this research study went beyond this traditional view, to understand tradeshow exhibits as a complex phenomenon that could facilitate many experiences and opportunities for learning.
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McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9773.
Full textAbstract:
Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Chauvin, B. A. "How a Museum Exhibit Functions as a Literacy Event for Viewers." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/301.
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The purpose of this study was to investigate museum learning by describing the experiences of selected museum visitors who viewed a specified exhibit. The research question is: How does a museum exhibit function as a literacy event for viewers? The responses to interview questions described what viewing was like for two subjects. The paradigm for this research is New Literacy Studies (NLS). NLS considers the cultural issues surrounding literacy experiences. NLS assumes that language arts reflect cultural differences and literacy involves the process of constructing meaning (Barton, Hamilton, & Ivanic, 2000; Gee, 2000; Street, 1995). This model of literacy considers three factors of literacy: the literacy practice, the literacy event and the text (Barton & Hamilton, 2000). The literacy practice for this dissertation was museum visiting. The literacy event was viewing one museum exhibit. Through research in multiliteracies (Cope & Kalantzis, 2000), objects and written discourse constituted the text. Two high school subjects spent 15 minutes viewing a specified exhibit on separate occasions. They were asked seven questions designed to aid their recall. The Contextual Model of Learning (Falk & Dierking, 2000) was used for describing the phenomenon and for the analyses of the data. The Contextual Model of Learning describes museum learning as the interaction of three spheres: the Physical Context, the Personal Context, and the Socio-cultural Context. The Physical Context was analyzed through narrative description, the Personal Context through micro-analysis (Corbin, 1998; Miles & Huberman, 1994), and the Socio-cultural Context through Critical Discourse Analysis (Fairclough, 1995; Meyer, 2001; van Dijk, 2001; Wodak, 2001). The results show the Physical Context of a museum exhibit facilitates viewers in accessing their Personal and Socio-cultural Contexts to make meaning. The data indicated the subjects of this study formed global concepts, supported main ideas with specific details, constructed cause and effect relationships, formed comparisons, and engaged in other types of cognitive behaviors as they interacted with the text. The results also indicated that the Contextual Model of Learning would best describe the literacy event if the model showed the dominance of the Personal and Socio-cultural Contexts over the Physical Contents.
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Mills, Cory C. "Olfaction and Exhibition| Assessing the Impact of Scent in Museums on Exhibit Engagement, Learning and Empathy." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610506.
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The aim of this investigation is to analyze the effects of incorporating scent-based elements in ethnographic exhibits. Specifically, it attempts to identify changes in patron response to a visual display, with and without a scent element. Groups of patrons were observed throughout their engagement with the exhibit, and interviewed post-engagement to generate data on information retention, opinion on content and empathetic response in relation to the exhibit. Findings suggest that the inclusion of scent did increase memorization of the limited facts reinforced through the scent element. However, there was no detectable difference between the groups on measures of overall comprehension of the subject matter, nor their empathetic responses toward the exhibited culture. The results of the study are discussed as a measure of the observer—observed dichotomy, and the argument is made that multisensory representation in the museum can aid in the facilitation of cross-cultural education.
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Camenzuli, Jonathan. "Voices from the margin : the learning experience of Mathematics by students who exhibit social, emotional and behavioural difficulties." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22202/.
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This Interpretative Phenomenological Analysis (IPA) explores the lived experience of students who present with Social Emotional Behavioural Difficulties (SEBD) during their Mathematics lesson at school. Hence, it attempts to give them a voice with regards to their learning experience in the subject. The aims of the research were to (i) explore how students presenting with SEBD experience learning in the Mathematics classroom; and (ii) suggest educational strategies and interventions that could help in offering students presenting with SEBD with a more engaging learning experience. The participants of this study were four students exhibiting with SEBD aged between 12 and 13 years old. The data was collected over a period of 12 weeks. The main data sources included recorded video diaries and semi-structured interviews. The main research findings indicate that the behaviour of students exhibiting with SEBD in the Mathematics classroom is linked to the curriculum, emotions, relationships, consequences and appraisals.
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Willis, Suzi. "A longitudinal study of the language and memory profiles of children with hearing impairment who exhibit language learning difficulties." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617798/.
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This thesis addresses the vocabulary, language and memory abilities of children with hearing impairment who, despite early provision of hearing aids or a cochlear implant, display substantial difficulties in the development of spoken language: an under-represented group in the literature. The research utilized a longitudinal case series design and standardized vocabulary, language and memory assessments in order to identify patterns and changes in abilities when assessed annually on three occasions. The memory assessment battery contained multiple tests that measure verbal and visual short-term memory and working memory, which enabled an innovative and a comprehensive evaluation of strengths and weaknesses in memory abilities. Six children with hearing impairment who use speech as their primary mode of communication participated in the research. Three data collection points occurred at twelve month intervals within both mainstream schools and schools specializing in the education of children with hearing impairment. This permitted an in-depth assessment of vocabulary and language abilities, as well as the creation of memory and language profiles specific to this group of children. The development of memory profiles from this thesis tentatively suggests that a difference in the quality of auditory input and auditory experience that children with hearing impairment receive may contribute to their difficulties in word storage, early word learning and language development. An exploratory intervention study to enhance vocabulary acquisition was informed by the memory profiles generated in the main study alongside contemporary knowledge gained from other researchers. The aim of the intervention programme was to address the early word learning difficulties and deficits in vocabulary that all the children with hearing impairment in the study exhibited. The findings from the exploratory intervention study provide preliminary evidence for ways in which to individualize therapeutic input for children with hearing impairment who are having considerable difficulties in acquiring vocabulary and developing spoken language.
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Romlin, Henric, Gustav Rudbeck, and Freddie Svendelin. "Den interaktiva djurparken / The interactive zoo." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21200.
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The purpose of this thesis project is to develop a set of interactive digital solutions designed to enhance the interest and knowledge intake of visitors at Skånes Djurpark (Zoo of Scania) in Höör. The project was carried out in collaboration with Skånes Djurpark and representatives from its visitors. Our thesis is based on academic works in the fields of interaction design, exhibit design and contextual learning. Ethnographical field studies have been conducted at Skånes Djurpark with additional field studies at Tropikariet in Helsingborg, Copenhagen Zoo and Regionmuseet Kristianstad. Existing information signs in Skånes Djurpark are primarily image- and textbased, forcing visitors to divert their attention from the different species of Nordic animals that inhabit the zoological park. Our proposed set of designs include interactive signage solutions using audiomedia, which allows visitors to learn by listening to stories while experiencing and physically looking at living animals.
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Ashton, Stephen D. "High Priority Design Values Used by Successful Children's Museum Exhibit Developers: A Multiple Case Study Analysis of Expert Opinions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2630.
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The following qualitative study sought to answer three questions: (1) What are the high priority design values used by expert exhibit developers to create meaningful exhibits at children's museums? (2) How do exhibit developers prioritize these design values? (3) What are the desirable outcomes that exhibit developers seek to achieve with the guests who interact with the exhibits? These questions were answered through interviews with children's museum exhibit developers, personal observations, and artifact analysis. The data collected was organized into four cases, each representing a different children's museum and corresponding exhibit developer. The cases were then compared against each other using multiple case study analysis as described by Stake (2006). The data revealed that most of the developers designed exhibits which promoted family learning by encouraging meaningful interactions between parents and children. Other high priority design values used by exhibit developers included physical engagement, multiple entry points, simplicity, durability, multisensory engagement, staff and volunteer facilitation, safety, and immersive environments. Successful museum exhibits empowered guests and were always created using multiple design values. This thesis may be downloaded for free at http://etd.byu.edu.
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Hillyard, Susan. "Circles of Support and Accountability (CoSAs) : their use and development for young people with learning disabilities who exhibit sexually harmful behaviour in England." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23518/.
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A Circle of Support and Accountability (CoSA) is an offender support model associated with high risk adult sex offenders after release from prison. It works by establishing a supportive social network of community volunteers who assist the ex-offender (core member) with reintegration and his/her ongoing risk responsibilities. This thesis critically explores the application of this model to a small group of young/adolescent men with learning disabilities who were assessed as posing a risk of exhibiting sexually harmful behaviour. Focus groups, interviews and case record data were gathered between January, 2013 and December 2015 to establish four qualitative case studies. Data was explored by considering how the model was adapted for young people with learning disabilities, the tensions between the dual aims of support and accountability and the viability of managing the risk of a group of vulnerable individuals. These questions were examined using theories of offender risk management, restorative justice, rehabilitation, social networks and community treatment programmes. The study explores the experiences of participants of the CoSA. Whilst social support was shown to be a strong and adaptive tool, accountability and risk management proved confusing and confrontational. The CoSAs in this study remained associated with high risk sex offenders and were troubled with problems of labelling and stigma. These findings question whether the existing model can and should be used with such vulnerable individuals. The thesis concludes by arguing that any programme for young people with learning disabilities who exhibit sexually harmful behaviour should be socially driven and welfare orientated and not a managerial, criminal justice solution determined by risk. Keywords: CoSA, Sex Offending, Learning Disability, Young People, Risk Management, Restorative Justice, Rehabilitation, Social Networks, Accountability.
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Mõistus, Kristel. "Pupils' Interaction with the Exhibits According to the Learning Behaviour Model." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1159.
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Science centres are one of the best opportunities for informal study of natural science. There are many advantages to learn in the science centres compared with the traditional methods: it is possible to motivate and supply visitors with the social experience, to improve people’s understandings and attitudes, thereby bringing on and attaching wider interest towards natural science. In the science centres, pupils show interest, enthusiasm, motivation, self-confidence, sensitiveness and also they are more open and eager to learn. Traditional school-classes however mostly do not favour these capabilities. This research presents the qualitative study in the science centre. Data was gathered from observations and interviews at Science North science centre in Canada. Pupils’ learning behaviours were studied at different exhibits in the science centre. Learning behaviours are classified as follows: labels reading, experimenting with the exhibits, observing others or exhibit, using guide, repeating the activity, positive emotional response, acknowledged relevance, seeking and sharing information. In this research, it became clear that in general pupils do not read labels; in most cases pupils do not use the guides help; pupils prefer exhibits that enable high level of interactivity; pupils display more learning behaviours at exhibits that enable a high level of interactivity.
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Studart, Denise Coelho. "The perceptions and behaviour of children and their families in child-orientated museum exhibitions." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/1318009/.
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This study explores the part that child-orientated exhibitions play in the child and family museum experience. Such exhibitions are characterised by their distinctive approaches to learning, interpretation, and design, being especially devised for children. The research was carried out in children's galleries from three types of museum (a maritime museum, a science museum, and a children's museum) in order to compare and contrast similarities and differences between them. Since most of the research in this area has been carried out in science centres or science museums, there is a need to explore the situation in child-orientated exhibitions and compare it to studies carried out in other informal learning settings. Understanding the qualities of their experience in a child-orientated exhibition which children and families value and why and how design and interpretation decisions may affect family behaviour, perceptions, and learning, will enable educators, museum designers and other museum professionals to plan more responsive and meaningful child-centred exhibitions. Children from seven to eleven years old and their accompanying adults were considered in this study. The research involves both qualitative and quantitative approaches and the use of different methods of investigation, such as face-to-face interviews with children and an adult relative; unobtrusive observation of family group interactions at three exhibits in each gallery; and collection of children's drawings about their favourite exhibit in the galleries. The sample sizes for each investigation varied: 150 families, totaling 300 individuals, were interviewed (150 adults and 150 children); 450 different family groups were observed at the galleries (150 in each gallery); and 120 children's drawings were collected. The guiding principle was to adopt an holistic approach to the situation under investigation, taking into consideration Falk & Dierking's interactive museum experience model (Falk & Dierking, 1992), which considers the personal, social, and physical contexts of a museum visit. Findings from the observations indicated gender effects in adult splitting behaviour from the family group at exhibits according to family members joint-activity compositions, and that differences in exhibit design/tasks affected adult manipulation of hands-on exhibits and the level of proximity between family members. Nine attributes from attractive child-orientated exhibits were drawn from the observed exhibits: element of fun, challenging situation, element of surprise, child-sized exhibit design, imaginative design, opportunity for experiencing things, opportunity for role play, interactive machine/game, and teamwork. The analysis of the children's drawings revealed that drawings can be a valuable source of information about children's interactions with hands-on exhibits and can be used to assess children's understanding of exhibits through the depiction of the exhibit outcomes. The interview data was analysed qualitatively (inductive content analysis) and statistically (chi-squared tests). The analysis of the open-ended interview questions indicated that adult relatives were enthusiastic about the opportunity for the children to interact with exhibits and perceived the hands-on gallery approach as motivating to the child with regard to learning. Children perceived the exhibitions as exciting places and reported positive feelings. A few children mentioned negative feelings, which were related to problematic exhibit design. The majority of children said that they prefer to visit museums in a family context rather than in a school context. The statistical analysis of the closed questions indicated twenty-two significant associations between the adults' and children's interview variables, related to adults' and/or children's age, gender, education, perceptions, behaviour, preferences, visiting habits, and type of museum, supporting the notion that personal, social, and museum aspects affect the child's and adult's museum experience, perceptions and learning. Children's perceptions of their learning in the galleries were found to be affected by the time spent in the gallery, the type of museum, the accompanying relative, and the child's preference for the social context of the museum visit. This investigation provided new insights into the study of galleries designed for children, and has demonstrated that child-orientated exhibitions have features which positively affect the child and family museum experience, that children do perceive that they are learning in this environment, and that it is a effective catalyst for family social activity. Therefore, child-orientated exhibitions are a valuable museum provision for the child and family audiences.
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Liu, Ariel. "The relationship between engagement and learning in school students' interactions with technology-driven multimodal exhibits in museums." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5c8405d5-a834-4b0f-b160-56c988f452f8.
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This thesis reports a qualitative study of the use of multimodal technologies in museums— specifically, it examines the relationship between visitor engagement and learning, focusing on the use of multimodal technologies during school trips. The study was conducted in the Natural History Museum and the Churchill Museum, both in London, with participants from several secondary schools. These sites were chosen due to their concern for the added value of learning and public engagement, including their education-orientated investments in technology, museum activities, and architecture. In the course of data collection, visits were made to six schools and both museum sites; the participants included 117 students, 18 teachers, three museum educators, and eight museum curators and media designers. The study used a combination of video data analysis, stimulated recall interviews, document analysis, and engaging students in talk and reflection about their visit both at the museum and afterwards. The qualitative approach and multimodal analysis identify how the students’ social interactions help them construct learning through decontextualised bodily movements, which trigger contextualised discussion. The study demonstrates how multimodal analysis can be used in research to capture a wide scope of information, while maintaining a micro-level of analysis and understanding—here, capturing the detail of students’ interactions and perceptions. The findings suggest that the learning experience in museums is produced through multiple layers of interaction and through the exchange of physical and psychological behaviour among people, resources, and space. Here, the multimodal technologies with which the students engaged essentially acted as initial platforms for sensory stimuli and social interaction, supporting their peer communication and motivating them to further explore both the given topic and their own understanding of their learning methods. It was the students’ further conversation, observation, and participation, however, that created a more meaningful and entertaining learning experience in the museums.
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Chernykh, O. P., O. S. Sentischeva, and Cantac Somuncu. "Using interactive information technology for attraction of foreign students to learning." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/45809.
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Bobbe, Tina. "Design of Out-of-the-Lab Science Exhibits for Enabling Learning Experiences: A Research Proposal." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74800.
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The importance of a general public being informed about science and technology has never been greater. Research institutions add to informal science communication with face-to-face events, during which the public interacts with scientific prototypes, functioning as science exhibits, in order to learn about science. The relevance of these out-of-the-lab science exhibits, for enabling the visitor to actively learn through experiences, has neither been explored nor recognised. This article illuminates this relevance, context and background, concluding with a research procedure.
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Prafka, David William. "Leadership as Exhibited by a Private Sector Learning Executive; A Descriptive Case Study of Leadership." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-01122009-200424/.
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The purpose of this dissertation is to describe the role and leadership of a learning executive [Chief Knowledge Officer, Chief Learning Officer] within a publicly traded corporation. My description depicts a unique learning executive within a leading multinational medical technology corporation. My discovery pursued three researchable questions (a) How does a learning executive contribute to their organization? (b) What contextual factors affect a learning executiveâs ability to exhibit leadership? (c) What type of leadership does a learning executive exhibit within their organization? My research focused on leadership as a key job competency for a learning executive. Additional outcomes from my research include a narrative description of contextual factors that influence leadership, a thorough portrayal of the job as viewed by research participants, and a how-to guide for Human Resource Development (HRD) and Human Resource Management (HRM) professionals. Reviewed literature incorporated theory from the following topical areas, leadership, upper echelon leadership, human and social capital, organizational learning, knowledge management, organizational context, and existing portrayals of the role. The dissertation relied on descriptive qualitative case study research technique to make sense of observed phenomena. I relied on in-depth participant interviews, extant organizational, and public data to further my observations. The findings of the dissertation suggest that the researched learning executive was able to influence the prosperity of this corporation as an outcome of his leadership. His leadership can be described as situation-ally dependent, behaviorally complex, and integrative. Two vetted leadership theories are utilized to portray his leadership, TRC and Transformational leadership theories. The results of the research contribute to existing literature in the areas of leadership theory, human and social capital theory, knowledge management, human resource development, qualitative business research, and literature on the role of learning executives.
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Fors, Vaike. "The Missing Link in Learning in Science Centres." Doctoral thesis, Luleå : Luleå University of Technology, 2006. http://epubl.luth.se/1402-1544/2006/07.
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Rowlands, Mark Antony. "Using science museums to enrich and enhance primary school children's learning of science : children engaging in dialogue about museum exhibits." Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568806.
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The research addresses issues identified in an ESRC Case studentship developed in collaboration between Manchester Metropolitan University and the Museum of Science & Industry in Manchester. The original proposal had as its central aim "informing how museums can most effectively contribute to and enhance children's learning in primary school science". A case study is presented of upper primary school groups visiting the Museum, including discussions of the Museum's schools' provision and the practices of visiting school groups. Within that broader context, a main finding is that children can and do engage in dialogue about museum exhibits in ways that are relevant to their science learning. The finding is supported by empirical evidence from a series of discussions held with 8 to lO-year-old primary school pupils who had visited the Museum. The children find the exhibits rich, interesting and comprehensible enough to be engaging topics of conversation while being sufficiently thought provoking to challenge their ideas and their ways of talking. Sociocultural theory is used as a framework for analysing the science-relevant content of what the children talked about, the patterns of discourse they used, and the identities they enacted. The theory provides a fruitful way of understanding the children's engagement in talking as the concerns, sense of purpose, identification and emotion of participation in a social practice. Implications for museum education practice are identified. Talking about exhibits consolidates and strengthens the general educational value of visits by school groups to the Museum. Suggestions are made for how Museum staff and school teachers can build on children's museum experience to enhance their scientific literacy.
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Andrews, Sarah Jane. "A qualitative analysis of factors influencing staff beliefs about the challenging behaviour exhibited by adults with a learning disability." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4522.
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Purpose: To review the literature on staff attributions of challenging behaviour (CB) exhibited by adults with a learning disability (LD). In particular, those studies which utilise Weiner’s (1986) attribution model. Method: The review examined studies which contribute to understanding how staff understand and respond to CB exhibited by adults with LD. Studies were seen to do so in one of two ways. Firstly, by examining factors that influence staff attributions of CB. Secondly, by examining the effect of training programmes on staff attributions of CB. Results: Studies using Weiner’s (1986) attribution model to examine staffs causal beliefs about CB exhibited by adults with LD highlighted the influence of particular cognitive and emotional factors. Variables specific to both the member of staff and the clients that can be seen to influence staff attributions of CB were also highlighted. Studies examining the impact of training on staff attributions of CB exhibited by adults with LD have yielded inconsistent results. Therefore, conclusions cannot be drawn regarding the efficiency of staff training on CB. The evidence provided by these studies suggests the utility of the attribution model is disputable. Problems with the validity and reliability of the methods such studies use are highlighted, and alternative approaches are noted. Conclusions: The review highlighted the need for future research in the field to adopt alternative models to understand staff beliefs about CB, as the utility of Weiner’s (1986) model is questionable. It also draws attention to the need to consider alternative methods of enquiry as the validity of single-scale measures in assessing staff attributions is questionable.
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Islam, Md Khademul. "Pupils' interaction with a Science Centre: Communication perspective analysis." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2535.
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The purpose of this study was to investigate pupils’ knowledge about science and what role science center is playing as a medium of communication to increase knowledge among students. This study also tried to find out pupils’ interaction: how they use science center as a source of scientific information, what they learn from their visit to a science center, their pattern of communication with it. This project also measured attraction, holding and learning power of exhibits of the science center at Dalarna University in Borlänge and learning power of planetarium program and slide show of Stella Nova Planetarium at Dalarna University.The subjects of this study consisted of students of class seven and eight and teachers of an urban school in Borlänge, Sweden. To find out students’ learning in a science center a pre and post visit test were conducted through questionnaires. Interview method by questionnaires was also used to explore pupils’ interaction with science center.The results of this study show that students learn by their visit to a science center but learning was not statistically significant (0.05).Girls learnt better than boys. School classes that have better pre-knowledge about science before a visit to a science center learnt worse than other classes having less pre-knowledge. Girls and boys interact with a science center in different ways. Science center is playing important role as a science communicator.
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Seitei, Gloria Tiny. "Front End Evaluation of 'Tester' Exhibition to be Developed into a Travelling Sports Exhibition." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1165.
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The purpose of this evaluation is to develop a framework that will help in planning and implementing the mobile sport exhibition, increase visitor satisfaction and aid At Bristol in building successful exhibits. The evaluation mainly focuses on visitor interaction with exhibits. It is believed that learning does occur in science centres and museums. The evaluation will therefore find out if learning occurs in the Sports exhibition and if so, the nature of the learning outcomes. The evaluation also discusses advantages and disadvantages of travelling exhibitions and identifies the characteristics of good exhibits that form the basis of the framework.From the results, an indication is that children make the larger proportion of visitors to Sportastic. Their age ranges, under 10 and 10 to 15 years constituted 21% and 30% respectively. The three most enjoyed exhibits are the Sprint Challenge (running), BATAK (test your reaction and Hot Shots (football). Visitors say these exhibits are enjoyed because they are fun, competitive, entertaining, interactive and hands-on. Skateboard Challenge and Skeleton Bob are among the exhibits least enjoyed since they are reported to be boring and uncomfortable to use. The learning outcomes from the exhibits are; increased knowledge about balancing, reaction, pulse and strength.
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Anderson, Melissa S. "Use of empirically-based reading interventions to address the academic skills deficits and escape-maintained target behaviors exhibited by elementary school students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08092008-205730.
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Abreo, Jacqueline Graciela. "Museums as learning environments." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1286.
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Museums are becoming increasingly more interactive, educational, and community-centered. In light of these changes, my design studies have focused on exhibition design for art museums, which, due to the nature of their collections, have been slower in adopting interactive strategies. This report summarizes the history of museums and illustrates how educational theories can be applied to exhibit design. Moreover, I present my design investigations, which resulted in a methodology for critiquing and reinventing museum displays of art.text
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Lin, Jung-Chun, and 林容君. "The Effects of Diorama Exhibit Caption Content Structure on Visitors'' Learning Outcomes." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/p2k5tk.
Full textAbstract:
碩士國立臺北藝術大學
博物館研究所碩士班
99
The purpose of this study is to examine the effects of exhibit caption content organizations on the learning outcomes of museum visitors. The study was conducted at the East African Savannah exhibit at the National Museum of Natural Science in Taichung from October 2010 to January 2011. Two types of caption content organization were used. The in-situ exhibit caption showing only factual species taxonomic and climatic information was used as control (Control group) while the experimental caption contained additional ecological concepts such as adaptation, food web and wildlife conservation concepts (Experimental group). 280 visitors were invited to participate in this pre- and post-test study. A twenty-question questionnaire consisted of four ecological themes was administered. A scale of measuring visitors’ conservation attitude was also included in the questionnaire. After completing the pre-test, visitors were randomly assigned to one of these two caption types. Post-tests were then conducted after reviewing the captions and the change in scores of pre- and post-test were used as measurement of learning outcomes. Data analysis revealed that there was an overall improvement in post-test scores for both groups, and the scale of improvement for the experimental group was higher than the control group. Additional analysis showed that in the experimental group, significant post-test score improvement was found across all four ecological themes. A subsequent two-factor ANOVA analysis revealed that visitors’ educational levels did not affect their learning outcomes. However, more prominent post-test score improvement was found in visitors with pre-college education level. Similar ANOVA analysis also showed that learning outcomes did not change for the four ecological themes. Correlation analysis indicated that there was no significant relationship between visitor’s conservation attitude and learning outcomes. Interestingly, visitors with low conservation attitude showed a higher post-test score improvement. It’s generally advised that Novak’s Concept Maps should be used as a guide to include relevant information at the early phrase of the exhibit caption writing process. This practice should be valuable in developing captions that enhance the understanding of scientific concepts rather than the mere memorization of scientific facts.
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Ting, Hsu Bo, and 許博婷. "Audience’s Learning Experience of Using Digital Interactive Exhibit in the Art Museum." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/08121399410683570351.
Full textAbstract:
碩士國立彰化師範大學
美術學系
103
The purpose of setting a Museum is to preserve national assets, publicize cultural achievements, also providing an entertainment environment for citizens. Meanwhile, the museum plays another important role which is “education”. The technology of interactive multimedia has applied gradually in museums all over the worlds for helping visitors to see digital exhibitions; by pushing a button people can get knowledge and fun from the digital equipments. This report, we took an educational exhibition as an example from National Taiwan Museum of Fine Arts, which is called “A Colorful World — Recording the Beauty of Taiwan through Patchwork” as a research field to make an analysis and discussion. By exploring visitors’ motivation and experience of using Digital Interactive Learning Devices (DILD), we can understand visitos’ opinions, preferences and what kind of DILD can bring more learning efficiency. The research results can also provide some people who are interested in DILD and museum curator as a reference to develop more humanized DILD in the future. (1) The major motivation to use the DILD is the overall atmosphere in the exhibition field and further understanding of art knowledge . Incentives mechanism can indeed increase the frequency of the visitor’s participation, but it is not an major motivation. (2) Visitor’s willing to use the device regardless of age and gender. However, their using experience and purpose in all kinds of age, gender, occupation and participation times are quite different. (3) DILDs should be full of the features such as novelty, interaction and entertainment. Besides, it can lead to a sense of achievement ,competitive challenges and accompanied by final result and feedback for all visitors. (4) The use of DILDs can enhance the visitor’s brainstorming, strengthen the interaction between people and exhibition , transmit the main intention and feedback of this exhibition in time.
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Lin, Yi-chun, and 林奕君. "A Study on the Impact of Exhibit Designs to Service Quality and Learning Effect." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78178595849040806884.
Full textAbstract:
碩士大同大學
工業設計學系(所)
104
In the recent years, aging society keeps growing, health behavior turned from disease prevention to health promotion, how to transfer health knowledge effectively to seniors through exhibition becomes an new issue. Informal education leads people to learning by themselves. Therefor this study focused on literature review of health perception, exhibition design, service science and knowledge transfer, proposing 9 hypothesis of exhibition design, and analyzing the exhibition patterns of 8 study objects. By observing hundred responses from audiences and 77 questionnaires of perception and learning effect. Using SPSS for reliability analysis and focusing on variance analysis of three parts. First one is the relationship between background variables and the topic of health knowledge. Second one is the relationship between exhibition patterns and effect variables. Last one is the relationship between overall perception, preference to topics of Knowledge and learning effect. To understand the impact of participant’s background to perception and learning effect, assessing advantages and disadvantages of exhibition patterns and the relationship between each factor, by using perception and learning effect from participants. Results of this study can be divided into three parts. (1) In term of background variables of participants has different age has significant differences between preference for topics of knowledge and learning effect. Moreover, the overall perception of illiterate group to the exhibition’s equipment only depend on appearance of equipment, this situation has significant differences with other education level groups. (2) In the section of exhibition patterns, dynamic exhibition has more attractivity and higher perception than static exhibition generally. But it comes with highest learning effect while static exhibition collocating with tour, and dynamic interactive exhibition is the second. (3) In the learning effect of informal education, instead of gaining knowledge, changing their interest, sense, attitude and behavior are more emphasize. This research start from a viewpoint of services, assessing the impact of exhibition designs to learning effect through service perception, satisfaction and revisiting from participants. Generalizimg the criterion of exhibition designs will help transfer complete information to participants effectively.
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Wu, Po-Shun, and 吳伯順. "Applied Research of Learning Sheet on The Solar System of Exhibit Area in the Astronomical Museum." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/g4m58x.
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碩士銘傳大學
教育研究所碩士在職專班
95
The purpose of this research is to review the application of learning sheet in the astronomical museum. Through the self-design learning sheet and questionnaire, this study try to probe the design principles, design framework, instructional application, future development, and renovation methods of a learning sheet. This research employs two methods; the literature analysis method and the questionnaire survey method. The literature analysis method analyzes the museum education process, the learning program, and the relationship between of them. By using this method, the researcher builds the design principle of a learning sheet and the framework of this research. The questionnaire survey method is focused on the analyses of the opinions and impressions of 792 5th grade students, teachers, and parents who visited the Taipei Astronomical Museum and utilized the learning sheet. This research concludes four aspects to design the learning sheet. They are the user''s demand, the theme of learning, the content of question, the time and the funds, etc. And also summarizes that the learning sheet should have the following elements, title, the explanation, the study goal, the study content, the topic, the target audience, location to use, and the essential reference of the study, etc.
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Law, Jackie WY. "Do Caenorhabditis elegans exhibit spatial learning? Using a t-maze to explore association of a spatial environment with an attractant." 2009. http://hdl.handle.net/2429/7902.
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This study investigated spatial learning in Caenorabditis elegans; the ability to associate reinforcing cues with a location. Naive, wildtype C. elegans were trained in a microfluidic t-maze in the presence of diacetyl (a volatile attractant associated with food) and subsequently tested to see if they could associate diacetyl with one arm of the t-maze. 70-80% of the subjects chemotaxed towards diacetyl during training phase, but they randomly chose left or right when diacetyl was absent (number of subjects that chose diacetyl being under 65%). From our experiments, it is unlikely that the worms are associating diacetyl with one arm of the t-maze, but appears to be using some component of the atmosphere as a cue.
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Lemagie, Emily. "Communicating science : developing an exhibit with scientists and educators." Thesis, 2011. http://hdl.handle.net/1957/25900.
Full textAbstract:
Outreach is a small, but significant component to modern research.
Developing an exhibit for public display can be an effective way to communicate science to broad audiences, although it may be a less familiar method to scientists than writing papers or giving presentations. I outline the process of developing an interactive exhibit for outreach, and evaluate and discuss the effectiveness of a computer exhibit designed to communicate estuary currents and scientific modeling using Olympia Oyster restoration in the Yaquina Bay estuary as a theme. I summarize the results of this project in three primary recommendations: 1) exhibit developers should be deliberate in the decision to use a computer and only select this media if it is determined to be the best for communicating exhibit learning outcomes, 2) the design of visualizations to convey research results should be carefully modified from their scientific forms to best meet the exhibit learning outcomes and expectations of the exhibit audience, and 3) scientists should play an integral role in the development of scientific content-based exhibits, but their expertise, and the range of expertise from other members of the exhibit development team, should be strategically utilized.Graduation date: 2012
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Wang, Hsiao-Ting, and 王筱婷. "The Study on the Learning Effectiveness of Participative Exhibits in Science Museum to School-Aged Children." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/4n667w.
Full textAbstract:
碩士銘傳大學
設計創作研究所碩士班
95
Museum has collection, exhibition, education and research functions, along the advancement of era, museum often communicates new knowledge to society common people through exhibits and educational events, with social education function, its education means of diversified communication media provide visitors with plentiful information, ideas and experiences, thus to achieve the educational goal of museum. The purpose of this study is to understand that whether participative exhibits can offer helps and influences to elementary school-aged visitors when they are observing and understanding the principles of science. This study used the participative exhibits arranged in the National Museum of Natural Science’s World of Matter exhibit area and Exploring Science exhibit area as the study targets, applied experts interviews, behavior observation and questionnaire methods to conduct study, the purpose is to recognize the factors that influence the visiting and learning of visitors, to find out effective strategies to improve exhibit design, as reference for museum upon planning exhibit. The study results are as following: 1. Participative exhibits can provide positive influences and helps to the science learning of school-aged children audience, with interest and high degree of participation during the operation process of exhibits, eventually solicit the will and needs of audience to learn scientific knowledge. 2. The factors influence children’s visiting and learning. (1) Prerequisite knowledge and learning interests of children audience. (2) Visiting purposes of children audience. (3) Learning interest solicited by exhibit subjects or items. (4) Exhibit items that are easier to operate and with high interaction will be more attractive to children audience. (5) Integrity, interest, and relevancy among exhibit items. (6) Participative operation is easier to guide children audience to understand scientific phenomenon than press-button operation and static exhibits. (7) Clear exhibit traffic pattern can lead children audience to understand the relationships among exhibit items much more in details. (8) Colorful exhibits can attract more attentions of children audience to make a halt and operate.
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Hoffman, Shannah Kathryn. "Instruction for discovery learning : levels of implementation exhibited by a sample of algebra I teachers." 2013. http://hdl.handle.net/2152/22230.
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One type of instruction that is of particular interest in STEM education is instruction that actively engages students in inquiry and discovery. The author develops an operational definition of instruction for discovery learning (IDL) that adopts some of the fundamental commonalities among many reform-oriented instructional frameworks such as inquiry-based and project-based instruction. Four teachers—who received their bachelor’s degree in mathematics and teacher certification from the same undergraduate teacher-preparation program—and their Algebra I classes were observed with the focus on how particular features of IDL were being implemented in their classrooms. To gain further perspective on classroom practices and interactions, student surveys were administered to a total of 142 students and each teacher was interviewed. The student surveys focused on student orientations toward IDL, attitudes toward mathematics, and their perspective of IDL implementation in their class. Student survey data was analyzed through ANOVA, post hoc tests were used to identify significant pair-wise differences between teachers for which the ANOVA identified significance, and a factor analysis was used to evaluate the component loadings for the survey questions. The surveys revealed significant differences between perceived activities in the classes (p<0.05), but did not show very significant differences between student orientations toward IDL. All four teachers expressed familiarity with and commitment to reform-oriented frameworks such as inquiry-based and project-based instruction, and certainly experienced inquiry-based learning as students themselves in their undergraduate program. However, only one teacher—the one teaching in a New Tech high school that was structured on the framework of project-based instruction (PBI)—showed consistent differences in both student perspectives of IDL and observed implementation of IDL. The author discusses the levels at which these teachers implemented IDL, the differences among student perceptions across the classes, teacher orientations toward mathematics and learning, and the importance of a supportive school culture and administration in order to fully implement IDL and influence both student and teacher orientations toward reform-oriented pedagogy.text