What Counts as Science? Families’ Perceptions of Science in a Natural History Museum

ABSTRACT

Natural history museums open their doors to millions of family visitors each year and are considered to have a valuable role to play in engaging these families with science. Yet little is known about whether or in what way families perceive such institutions to be connected with science. The current study set out to explore such perceptions via interviews with family visitors to a large natural history museum. Analyses reflected that families’ perceptions of the museum and of their own engagement with science were intertwined with their definitions and impressions of science. For these families, perceptions of the museum as fun, interesting, and educational at times counteracted impressions of it as a science-y institution. Moreover, some families also did not consider natural history to count as science, which further contributed to a reluctance to categorize the museum as science-y. Although such perceptions may challenge how natural history museums would like to portray themselves, they also represent an opportunity to broaden visitors’ definitions and images of science.     

Visitor Usage of Digital and Physical Artifacts in Two Museum Programs

ABSTRACT

This article reports on a study designed to explore how digital and physical reproductions of original artifacts could be incorporated into museum programs that teach visitors about mechanical motion. Museum visitors were introduced to 3 different types of models through 2 different programs: an engineering design challenge and an exhibit interpretation exploring mechanical motion in every-day objects. Research, based on visitor observation and interviews (n = 79), explored how user interaction with the digital and physical models compared with interactions with the original artifacts, assessed what effect the integration of digital and physical models had on learning, and examined what the learning experience looked like for learners using the mechanisms in the museum activities. Analysis of the learning conversations in additional in-depth case studies (n = 8) for both programs provides a detailed look at how visitors integrated the 3 different model types into their group's experience. Results showed that visitors' usage of, attitudes toward, and learning from the three different types of mechanical models varied based on the visitor or educators' perceived value of the particular model, which was impacted by the context in which the objects were presented.     

“Dad look,she's sleeping”: Parent–Child Conversations about Human Remains

ABSTRACT

Research on parent–child learning in museums has shown that parents often use conversation to facilitate their children's exploration of exhibits. This observational study investigated whether the patterns of talk found in science and history exhibits are used during parent–child conversations about challenging content such as death and dying and forensics. This research was conducted at a traveling exhibit, Mysterious Bog People, which was on display at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania. Thirty-four families were observed as they interacted with and explored the exhibit. Parent comfort with the content of the exhibit was found to have an impact on the conversations they had with their children and their enjoyment of the exhibit overall. Implications for museum mediation are discussed.     

Learning Impacts of a Digital Augmentation in a Science Museum

ABSTRACT

This study investigated the effects of using digital augmentation to enhance an exhibit device to influence conceptual understanding about a science topic in a science museum setting. In particular, the study considered how students in Grades 6–8 engaged with the device that was available in both augmented and nonaugmented (control) conditions. Results show increased cognitive (critical thinking) skills when the digital augmentation was present that we hypothesize led to increased conceptual gains. We illustrate how this research contributes to three important areas of need identified in informal science literature: the need for evidence of conceptual and cognitive gains; the need for understanding how digital platforms improve the learning experience; and the need to demonstrate how designed interactive devices may impact higher order skills such as critical thinking and theorizing.     

An Exploration of the Potential for Mathematical Experiences in Informal Learning Environments

ABSTRACT

As young learners develop understanding of concepts in mathematics, formal learning environments tend to focus on providing isolated instruction, with limited opportunities for learning experiences that help them make connections. Informal learning environments might thus play a significant role in providing mathematical learning experiences that complement formal classroom experiences for young learners. This study was organized to determine the potential for mathematical experiences through an examination of existing informal learning opportunities and to ascertain a general perspective of the value of mathematical thinking in informal learning environments from current informal educators. This study served as exploratory research conducted to provide more information about the current evidence of math learning in informal settings. Data were collected and organized from observations at 3 local informal learning sites, interviews with leading museum educators in the region, and a written survey completed by museum educators across the nation. The findings reveal that parents/families play a critical role and the potential for mathematics in current exhibits is not emphasized.     

A Review of “At the Edges of Vision: A Phenomenological Aesthetics of Contemporary Spectatorship”

ABSTRACT

Although studies in a variety of settings suggest that participant reactions to the research context can threaten the validity and generalizability of study findings, there have been almost no investigations of participant reactivity in museums. In this experimental study, the authors compared the behaviors and learning outcomes of visitors at two versions of an interactive mathematics exhibit who had either been actively recruited by a data collector or passively recruited using posted signage. They assessed the amount of time visitors spent at the exhibit, the number of mathematical exhibit behaviors they engaged in, and the level at which they described the mathematical relationships in the exhibit after the interaction. The results indicate that actively recruiting visitors was associated with increased engagement times and the number of mathematical exhibit behaviors, and that recruitment method moderated the relation between exhibit version and learning outcomes. These findings emphasize the importance of carefully considering recruitment decisions in museum research and evaluation.     

Design-Based Research on Digital Media in a Museum Environment

ABSTRACT

This article describes the application of a design-based research approach at the Deutsches Museum, a German science and technology museum, in a collaborative project examining how digital media can support museum learning. Design-based research is an integrative approach that combines the development of theoretical knowledge and the research-practice transfer. The application of a design-based research approach is discussed in the context of the history of visitor studies at the Deutsches Museum. Three projects examining the educational potential of media exhibits serve as examples of how this approach has been implemented, and illustrate how design-based research can address the problems and questions of practitioners as well as relevant psychological research issues. Finally, conclusions are drawn regarding the challenges and opportunities related to this new approach.     

Testing the Impact of a Computer Guide on Visitor Learning Behaviors at an Interactive Exhibit

ABSTRACT

There is a recognized need to rigorously examine the efficacy of approaches to supporting informal learning. In this study, we used a 2 × 2 factorial experimental design to test the impact of a computer guide on 3 proximal measures of visitor learning at an interactive math exhibit. In total, 128 families were systematically assigned to engage with the exhibit either with or without access to a supplementary computer kiosk. Visitor groups with access to the computer spent longer, on average, at the exhibit and engaged in more mathematical behaviors compared to other groups. However, based on interviews, visitors with access to the computer were less likely to fully articulate the mathematical relations in the exhibit. These results suggest that although computer guides are a promising approach to supporting visitor engagement, they may, unless carefully designed, undermine other learning outcomes.     

What Matters to Stakeholders? Measuring Values at a University Museum

ABSTRACT

Perceptions of museum performance may be linked to individual values. This study asked members of different groups that hold a stake in a university museum (e.g., Alaska Native, Art Community, Business Community, Donors/Museum Members, Military Leaders, Science Community, K–12 Teachers, University Leaders) what they valued about their museum's performance. Results indicate that key differences exist with respect to performance indicators among some groups; however, stakeholders as a whole highly value indicators related to the human face of the museum and the collections. Museums can use these results to develop and pursue appropriate goals for specific audiences and to develop performance reports that matter to stakeholders.     

Sequential analysis as a method of feedback for family therapy process

Abstract

The purpose of this study was to examine the relationship between therapist verbal behavior and family cooperation and resistance during the second session of family therapy with juvenile delinquents. Sequential analysis was used to investigate the impact of one therapist's behavior on family resistance and cooperation in a sample of 12 families. The results of the sequential analysis revealed that therapist “support” and “teach” behaviors were associated with significant increases in the likelihood of family cooperation. The study provides an example of how sequential analysis can be used to inform family therapists about the impact of their behavior on families.     

Family Mealtimes and Family Functioning

ABSTRACT

This study contributes to the existing research literature by assessing how the frequency of family mealtimes correlates with family communication and life satisfaction. Participants consisted of 50 families from the Southeastern United States. Parent and child participants completed measures assessing frequency of family mealtime, family communication, and family satisfaction. Results indicated that, based on parent-report, the frequency of all family members eating dinner together was significantly and positively correlated with both family communication and family satisfaction. Implications of findings highlight the importance of encouraging regular mealtime interactions among families.     

A Natural History Museum in Transition: Reflections on Visitor Studies in Practice

ABSTRACT

This article documents work done at The Natural History Museum, London in applying exhibit evaluation methodology to the re-configuration of an entire museum. Over a span of 20 years, traditional, curatorial, collection-centered exhibitions were replaced with those reflecting the latest trends in ‘visitor-friendly’ exhibit design. The methodology of exhibit evaluation, as it was being developed and refined in the United States, was used as the basic framework for carrying out this program. Front-end, formative, and summative evaluation techniques became the foundation for the preparation of new exhibition galleries throughout the museum. Here I reflect on the successes achieved and obstacles faced in this process of changing the status quo. The lessons learned still have relevance today for anyone who has tried to incorporate empirical, visitor-based insights into the preparation of museum exhibits and programs.     

Designing Post-Visit Action Resources for Families Visiting Wildlife Tourism Sites

ABSTRACT

Interpretation at zoos, aquariums, and other wildlife tourism sites is generally designed to raise visitors’ awareness and appreciation of natural resources and alert them to the impact of human activities on wildlife populations. However, there has been little investigation of what prompts visitors to adopt conservation actions, and whether reinforcing on-site messages with post-visit support can assist in this process. The aim of the present research was to firstly, design family learning materials to support and extend the learning that occurs as a result of viewing wildlife; and secondly, to ask families visiting a turtle rookery in Queensland, Australia to use the resources and report on their effectiveness. One hundred Australian families were sampled at the site; 3 months later 45 families returned questionnaires relating to the impact of the support materials on their long-term conservation knowledge, attitudes, and behavior. Components that were rated as particularly effective are presented and the importance of providing post-visit updates that connect visitors directly back to their viewing experience is discussed.     

The national council on family relations

Abstract

This study tested two hypotheses concerning the nature of family rules about affect which were derived from the systems models of Satir (1967, 1972); Satir, Stachowiak and Taschman (1975); Turner and Gross (1976); and Umana, Gross and Turner (1978). The major hypotheses examined were: 1) family members share common rules about how they should handle their affect and 2) family rules about handling affect differentiate families according to their level of adjustment. Fifty-four family triads of father, mother and an adolescent child filled out questionnaires designed to measure how family members believed that they should behave (ideal) in affective situations and also how they perceived themselves behaving (actual) in the same situations. The results indicated support for the first hypothesis but not for the second. Alternative explanations of the data were offered including the idea that the questionnaire tapped social norms.     

Measuring and Understanding Diversity Is Not So Simple: How Characteristics of Personal Identity Can Improve Museum Audience Studies

ABSTRACT

For decades, museums have been seeking diversity in their audiences, for reasons including equity, vitality, community relations, and audience development. The initial emphasis on diversity was about race, and although museum initiatives and programming forged ahead with evolving definitions of diversity, the visitor studies field has a mixed record of participating in that evolution. The usefulness of visitor demographics in representing diversity has been debated and, although the field has exploded simple conceptions such as “the typical visitor,” visitor research professionals have not thoroughly applied our skills to help museums understand how to define, encourage, and monitor diversity, or to document its benefits. This article suggests that more thoughtful measures of audience diversity can be created by expanding demographics with characteristics of personal identity. Pragmatic examples of such measures in visitor research are presented.     

Learning Achievement,Social Adjustment,and Family Conflict Among Bedouin-Arab Children From Polygamous and Monogamous Families

Abstract

A sample of 146 Bedouin-Arab pupils from polygamous and monogamous families participated in this study, which was conducted in a Bedouin-Arab village in the Negev, Israel. The authors compared learning achievement, social adjustment, and family conflict. Data revealed differences between the two groups: The children from monogamous families had higher levels of learning achievement than did the children from polygamous families; in addition, those from monogamous families adjusted to the school framework better than did those from polygamous families. The mean conflict rating of children from polygamous families was higher than that of their counterparts from monogamous families. The father's level of education tended to be inversely correlated with family size in terms of both number of children and number of wives.     

Clinical Implications of Family Resilience

Family resilience is becoming an increasingly visible concept in the family field. This article discusses resilience as a family level construct and offers several ideas about how viewing families as resilient may affect clinical work. These include a focus on strengths, recognizing resilience as a developmental pathway, a search for commonalties among diverse paths of resilience, and an emphasis on helping families identify and develop a useful family schema. A case study utilizing these ideas is presented and discussed.     

How Race Matters and Does Not Matter for White Women in Relationships with Black Men

SUMMARY

Drawing on a qualitative research study, this article provides a beginning exploration for how race both matters and does not matter in white women's relationships with black men. As a means of protecting themselves and their families from pathologizing stereotypes about interracial couples, women make claims that race does not matter. At the same time, they describe ways that stereotypes impact their self identities and their couple interactions. Different situations and relationships create shifts in racial interpretations, and contact with extended family members can change racial meanings. The article offers suggestions for how to create a therapeutic space for discussing race without over-determining its significance.