Interactive museum exhibits as tools for learning: explorations with light

Feher, Elsa

doi:10.1080/0950069900120104

Cited by 60 publications

(32 citation statements)

References 7 publications

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“…Like other interactive exhibits, the DIY Exhibits are meant to be handled, explored, and enjoyed (Feher, 1990;Rennie & McClafferty, 1996). They are also intended to be educational, encouraging the user to learn something about science.…”

Section: About the Diy Exhibitsmentioning

confidence: 98%

Factors Affecting the Use and Outcomes of Interactive Science Exhibits in Community Settings

et al. 2010

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Section: About the Diy Exhibitsmentioning

confidence: 98%

Factors Affecting the Use and Outcomes of Interactive Science Exhibits in Community Settings

et al. 2010

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“…Findings suggest that although the majority of the children described the phenomena being demonstrated, few children expressed an intended causal explanation (Rix & McSorley, 1999). In other studies (Feher, 1990;Feher & Rice, 1988), many children (8-14 years old) expressed misconceptions as a consequence of using exhibits demonstrating unexpected phenomena about shadows. Stocklmayer and Gilbert (2002a) also reported that adult visitors often reinforced their misconceptions as a consequence of using exhibits demonstrating the phenomena of polarized light and magnetic repulsion originated in eddy currents (Stocklmayer & Gilbert, 2002a).…”

Section: Studies Of Learning From Interactive Exhibitsmentioning

confidence: 85%

“…Several studies have analyzed visitors' short-term outcomes of using exhibits as "exemplars of phenomena discerned by the senses" (Feher, 1990;Feher & Rice, 1988;McClafferty, 1995;Rix & McSorley, 1999;Stocklmayer & Gilbert, 2002a). These studies suggest that building a causal explanation for a phenomenon being demonstrated seems to be a difficult task for visitors.…”

Section: Studies Of Learning From Interactive Exhibitsmentioning

confidence: 99%

Educational value of different types of exhibits in an interactive science and technology center

Afonso

Gilbert

2007

Science Education

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This study analyzes the short-term consequences of visitors' use of different types of exhibits (i.e., "exemplars of phenomena" and "analogy based") together with the factors affecting visitors' understanding of and their evaluation of the use of such exhibits. One hundred and twenty five visitors (either alone or in groups) were observed during their interaction and interviewed immediately afterwards. Findings suggest that the type of exhibit constrains the nature of the understanding achieved. The use of analogical reasoning may lead to an intended causal explanation of an exhibit that is an exemplar of a phenomenon, but visitors often express misconceptions as a consequence of using this type of exhibit. Analogy-based exhibits are often not used as intended by the designer. This may be because visitors do not access the source domain intended; are unaware of the use of analogy per se (in particular, when the exhibit is of the subtype "only showing similarities between relationships"); only acquire fragmentary knowledge about the target; or fail to use analogical reasoning of which they were capable. Furthermore, exhibits related to everyday world situations are recognized to have an immediate educative value for visitors. Suggestions for enhancing the educative value of exhibits are proposed.

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“…즉 이러한 것들이 학생들이 과 학을 좋아하거나 싫어하게 만드는 요인으로 작용한다 는 것이다 (이미경과 정은영, 2004). 그리고 교사는 수 업 중에 흥미를 유도할 수 있는 자료나 시청각 자료 활용, 자료의 다양성, 자료 제시의 빈도를 통하여 수 업의 효과를 높일 수 있으며, 효과적인 교사들은 학 습 자료를 더욱 명확하게 소개하고 제시한다 (Good and Grouws, 1975 Feher, 1990;Gowen and Marek, 1993 12,13,14,15,16,17,18,19,20 Laboratory apparatus experience 10 21,22,23,24,25,26,27,28,29,30 Outside of school scientific experience General activity experience 10 31, 32,33,34,35,36,37,38,39,40 Interesting activity experience 10 41,42,43,44,45,46,47,48,49,50 Field trip experience 10 51,52,53,54,55,56,57,58,59,60 측정도구 60문항의 각 영역의 평균, 표준편차, 신 뢰도의 Cronbach α와 각 영역 내 문항 간 총점상관 계수의 결과를 Table 3에 나타내었다. …”

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Development and Application of Tool for Measuring High School Students' Scientific Experience

Kim¹,

Ryu²

2010

Journal of the Korean earth science society

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The purpose of this study is to develop a measurement tool quantifying the degree of high school students' scientific experience. Based on previous studies, we divided the factors that compose school scientific experience into three categories: general activity experience, scientific inquiry experience and laboratory apparatus experience. While, outside of school scientific experience was divided into general activity experience, interesting activity experience and field trip experience. Items consisting each factor were selected from scientific experience measurement tools used in previous researches, most frequent answers showed in open questionnaire about scientific experiences, and exploratory analysis of textbooks. After the measurement tool developed by pilot-questionnaires and previous researches were preliminary tested and then was secondarily tested for a group of 413 high school students. The content validity and construct validity of the measurement tool was evaluated by two school teachers and two experts in science education and by factor analysis, respectively. The reliability of the tool was estimated with Cronbach Alpha. The results of validity and reliability revealed that the tool was appropriate for measuring scientific experience.

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Interactive museum exhibits as tools for learning: explorations with light

Cited by 60 publications

References 7 publications

Factors Affecting the Use and Outcomes of Interactive Science Exhibits in Community Settings

Factors Affecting the Use and Outcomes of Interactive Science Exhibits in Community Settings

Educational value of different types of exhibits in an interactive science and technology center

Development and Application of Tool for Measuring High School Students' Scientific Experience

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