Explainers' perceptions of visitors' learning at an Interactive Science and Technology Centre

Johnston, David; Rennie, Léonie J.

doi:10.1007/bf02356342

Cited by 4 publications

(9 citation statements)

References 9 publications

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“…These lists (see Table 3 ) were developed from existing literature (see Gomes da Costa, 2005 ; Johnson, 2005 ; Johnston and Rennie, 1994 ; Mullahy, 2004 ), and had been previously applied within a similar Thai context ( Kamolpattana, 2009 ).…”

Section: Resultsmentioning

confidence: 99%

“…Inclusion of separate questionnaires for visitors and explainers enabled a greater understanding of both perspectives regarding the interaction of visitors and explainers in the museum ( Diamond et al, 1987 ). The questions used within the surveys built upon recommendations from previous work and adapted where appropriate to the NSM/Thai context (see, for example, Diamond et al, 1987 ; Johnston and Rennie, 1994 ; Mullahy, 2004 ; Museums, Libraries and Archives Council (MLA), 2008 ; Richard, 2010 ). For example, some questions used directly comparable response categories based on existing work, a question on impacts of interacting with explainers was framed around Generic Learning Outcomes (GLOs) or results raised in prior qualitative research were used to frame survey questions.…”

Section: Methodsmentioning

confidence: 99%

“…Previous research has identified a variety of other mechanisms that allow explainers to interact more effectively with visitors, such as linking science to visitors’ daily lives ( Johnston and Rennie, 1994 ; Mullahy, 2004 ). Almost 20 years ago, Johnston and Rennie (1994) highlighted that learning occurred most effectively when the science demonstrated by an exhibition linked to the visitors’ experience. Where it associated to their work or profession, for example, visitors were seen to have a better understanding.…”

Section: Who Are the Explainers?mentioning

confidence: 99%

“…in terms of demographics and background experience); the trick is to put the science into context and make it more relevant for the visitor. The use of analogy can also be helpful when visitors have difficulty in understanding the scientific concepts of an exhibit ( Johnston and Rennie, 1994 ).…”

Section: Who Are the Explainers?mentioning

confidence: 99%

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Thai visitors’ expectations and experiences of explainer interaction within a science museum context

Kamolpattana

Chen²,

Sonchaeng³

et al. 2014

Public Underst Sci

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In Western literature, there is evidence that museum explainers offer significant potential for enhancing visitors’ learning through influencing their knowledge, content, action, behaviour and attitudes. However, little research has focused on the role of explainers in other cultural contexts. This study explored interactions between visitors and museum explainers within the setting of Thailand. Two questionnaires were distributed to 600 visitors and 41 museum explainers. The results demonstrated both potential similarities and differences with Western contexts. Explainers appeared to prefer didactic approaches, focussing on factual knowledge rather than encouraging deep learning. Two-way communication, however, appeared to be enhanced by the use of a ‘pseudo-sibling relationship’ by explainers. Traditional Thai social reserve was reduced through such approaches, with visitors taking on active learning roles. These findings have implications for training museum explainers in non-Western cultures, as well as museum communication practice more generally.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Who Are the Explainers?mentioning

confidence: 99%

Section: Who Are the Explainers?mentioning

confidence: 99%

See 2 more Smart Citations

Thai visitors’ expectations and experiences of explainer interaction within a science museum context

Kamolpattana

Chen²,

Sonchaeng³

et al. 2014

Public Underst Sci

View full text Add to dashboard Cite

show abstract

“…Johnston and Rennie (1994) investigated the types of interaction that occur between students and explainers. Johnston and Rennie (1994) investigated the types of interaction that occur between students and explainers.…”

Section: Introductionmentioning

confidence: 99%

One teacher's agenda for a class visit to an interactive science center

Lucas

2000

Sci. Ed.

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This article reports on the agenda of an exemplary teacher as she planned for and implemented a visit to an interactive science center by her class of 12‐year‐old boys. Pre‐visit preparation involved the students in the creation of a mini‐science center in their classroom, and spanned almost a full term. The students appropriated their teacher's agenda, which was that they exploit the unique facilities of the center to learn about science and technology, and to have fun in so doing. Post‐visit activities and reflections on the visit by the teacher and six of the students are discussed, and suggest that the outcomes were largely in accord with the teacher's agenda. During the visit, a critical episode involving the teacher, several of the students, and two of the center explainers occurred, and this episode serves to illustrate some consequences for outcomes when there is a lack of congruence between the agendas of key stakeholders involved in such a visit. © 2000 John Wiley & Sons, Inc. Sci Ed 84:524–544, 2000.

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The effectiveness of orienting students to the physical features of a science museum prior to visitation

Anderson

Lucas²

1997

Research in Science Education

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This paper reports on a study in the area of informal science education in the contexts of science museums. The research focused upon two areas: first, perceived novelty and its effect on cognitive leahaing in year eight students visiting an interactive science museum; second, the links between exhibits which were most frequently recalled and exhibits which students later recalled as being interesting and.puzzling. Results on a post-test of cognitive learning of concepts and principles associated with the exhibits suggested that students who underwent novelty reducing pre-orientation to the physical environment and had prior visitation experience learned more than their counterparts. Gender did not influence learning when perceived novelty level and prior exposure were considered. Furthermore, the most frequently recalled exhibits shared a combination of characteristics such as large physical size, prominence in the exhibit galleries, and the diversity of sensory modes that they employed. Finally, it appears that cognitive learning is likely to occur for exhibits which are most memorable.Millions of people throughout the world visit informal learning facilities such as zoos, aquariums, botanical gardens, and science centres for the purpose of recreation or as participants in a school field trip. These purposes may appear to be inconsistent, as pointed out by Rennie and McClafferty (1996), entertainment and education placing different demands on such facilities in relation to the nature of exhibits, context in which they are displayed, and the role of members of staff. In particular, as numerous researchers have noted (Lucas, 1983;Rennie & McClafferty, 1996;Tunnicliffe, 1996), hands-on engagement with an exhibit is no guarantee that an individual has engaged intellectually or perceives the experience as one from which learning about a scientific concept or principle could result.

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Explainers' perceptions of visitors' learning at an Interactive Science and Technology Centre

Cited by 4 publications

References 9 publications

Thai visitors’ expectations and experiences of explainer interaction within a science museum context

Thai visitors’ expectations and experiences of explainer interaction within a science museum context

One teacher's agenda for a class visit to an interactive science center

The effectiveness of orienting students to the physical features of a science museum prior to visitation

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