Data Collection Methods for Evaluating Museum Programs and Exhibitions

Nelson, Amy Grack; Cohn, Sarah D.

doi:10.1080/10598650.2015.11510830

Cited by 21 publications

(10 citation statements)

References 2 publications

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“…All projects funded through the National Science Foundation's (NSF) Advancing Informal STEM Learning program must post a final evaluation report to the site (NSF, 2017), and other reports are posted voluntarily. Although the repository is likely not representative of all ISE evaluation reports-reports of internal evaluations, formative evaluations, and non-federally funded evaluations are likely underrepresented-it is regarded as a key resource for studying ISE evaluation (see, e.g., Fu et al, 2016;Grack Nelson & Cohn, 2015;Morrissey et al, 2014;Serrell, 2015). As such, it can provide a window into the criteria used in ISE evaluation.…”

Section: Methods: Sample Of Evaluation Reportsmentioning

confidence: 99%

Evaluative Criteria: An Integrated Model of Domains and Sources

Teasdale

2021

American Journal of Evaluation

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Evaluative criteria define a “high quality” or “successful” evaluand and provide the basis for judgment of merit and worth, yet they are often assumed and implicit in the evaluation process. This article presents an empirically supported model that describes and integrates two aspects of criteria: domain and source. Domain identifies the focus or substance of a criterion, while source describes the individual, group, or document from which it is drawn. Developed from a synthesis of evaluation literature and empirical analysis of evaluation reports, the model defines 11 criteria domains and 10 sources and reveals the relationships among them. In this integrated model, the two dimensions can be used together as a thinking tool to guide evaluators in specifying criteria, in empirical research on the valuing process, and as a conceptual framework and language for theorists prescribing criteria selection.

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Section: Methods: Sample Of Evaluation Reportsmentioning

confidence: 99%

Evaluative Criteria: An Integrated Model of Domains and Sources

Teasdale

2021

American Journal of Evaluation

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“…The combination of diverse data collection instruments (questionnaires, pre-and posttests, and worksheets) facilitated the collection of relevant data to assist in answering the research questions. The varied data collection instruments also 6 / 16 eliminated the prospect of mono-method bias, which can threaten the validity, such as in research that employs a single data collection method (Field, 2018;Nelson & Cohn, 2015).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Teaching Newtonian physics with LEGO EV3 robots: An integrated STEM approach

Addido

Burrows

Walwema

2023

EURASIA J Math Sci Tech Ed

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This paper investigated the effect of using LEGO EV3 robots to teach Newton’s second law with conceptual understanding to a group of 14 to 18-year-olds in an after-school STEM education program. 74 teenagers participated in this research study. A quantitative methods approach involving descriptive analyses, paired-sample t-test, and repeated measures ANOVA were used to answer the research questions. The results showed that the LEGO EV3 robots positively affected participants’ understanding of Newton’s second law of motion and their interest in pursuing STEM education and careers. In addition, the descriptive analyses from the pre- and post-interest questionnaire revealed that participants were more confident and willing to learn with robotic devices after the activity than before. Repeated measures ANOVA analysis indicated that scaffolded programming tasks affected participants’ computational thinking skills. Implications include the purposeful use of LEGO EV3 robotics and potentially other educationally focused programmable devices (e.g., micro:bit, Spheros, Arduinos, etc.).

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“…Using a combination of diverse data collection instruments (open-ended, closedended questionnaires, and pre-and post-tests) enables the data collection from multiple participants' perspectives. Furthermore, it eliminates the prospect of mono-method bias, potentially threatening validity, such as in research that employs a single data collection method [38].…”

Section: Data Collectionmentioning

confidence: 99%

The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics

2022

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This research investigated the effectiveness of the conceptual change model (CCM) in addressing pre-service elementary teachers’ misconceptions and promoting their conceptual understanding of electrostatics. The participants were 55 pre-service elementary teachers enrolled in an elementary physical science course, 44 females and 11 males. An embedded mixed-methods approach was employed to help answer the two research questions put forward in this research. The results showed that the CCM moderately correlated with participants’ conceptual understanding of electrostatics. The data from the three open-ended questions showed that the CCM positively affected participants’ conceptions of the topic of electrostatics. The results of this research contribute to the literature on the effect of the conceptual change model in building conceptual understanding and minimizing pre-service teachers’ misconceptions about electrostatics. The results also showed that the phases of the CCM did not have the same effect on participants’ conceptual understanding of electrostatics. This information brings to the fore a discussion about the optimal approach to using the conceptual change instructional model.

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Data Collection Methods for Evaluating Museum Programs and Exhibitions

Cited by 21 publications

References 2 publications

Evaluative Criteria: An Integrated Model of Domains and Sources

Evaluative Criteria: An Integrated Model of Domains and Sources

Teaching Newtonian physics with LEGO EV3 robots: An integrated STEM approach

The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics

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