Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research…

Informal science education institutions play an important in the public understanding of science and, because of this are well-positioned to positively impact science teacher education. Informal science institutions (ISIs) have a range of affordances that could contribute to learner-centered science teacher identity development. This article…

In this study, we investigate museum visitor learning and engagement at an interactive visualization of an evolutionary tree of life consisting of over 70,000 species. The study was conducted at two natural history museums where visitors collaboratively explored the tree of life using direct touch gestures on a multi-touch tabletop display. In the…

Science education reform focuses on learner-centered instruction within contexts that support learners' sociocultural experiences. The purpose of this study was to explore Hispanic mothers' experiences as accompanying adults at an informal science center within the context of culturally sustaining experiences, which include the fluidity…

This study draws on data from a 10-month critical narrative inquiry of science teaching and learning in a third grade, dual language, integrated co-teaching classroom. The teachers were participants in a 14-week science professional development seminar that enrolled inservice and preservice teachers and focused on enhancing science teaching and…

Explores the characteristics of interactive exhibits that are effective in attracting and holding the attention of visitors in a science museum. Identifies exhibit characteristics and examines them. Characteristics include: (1) technological novelty; (2) user-centeredness; (3) sensory stimulation; and (4) open-endedness. Discusses the correlation…

Determined whether natural history museum visitors (N=234) were attracted to hands-on exhibits or to identical "no-touch" exhibits. Results indicate that a significant number of visitors preferred the manipulatable settings and that children preferred to engage in hands-on experiences more than adults. Additional findings are reported…

This article describes a 3-year study of school visits to four natural history museums and addresses the research agenda with regard to out-of-school learning. More specifically, the findings focus on the "process of learning" in museums. Comprehensive data collection allowed for an analysis of patterns of guided visits, the way the…

Reviews past studies on research in natural history museums and science centers, proposes a taxonomy of exhibits in museum settings, and focuses attention of factors which should be considered when studying/learning in these settings. Also presents potentially productive methods of conceptualizing research and suggests possible future lines of…

Explores to what extent and for which visitors do free-choice learning settings accomplish their educational mission. Uses data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern the nature of changes in aquarium visitors' conservation knowledge and attitudes. Discusses the effects of learner…

In this study we investigate students' learning during their interaction with two exhibits at a science center. Specifically, we analyze both students' procedures when interacting with exhibits and their understanding of the scientific concepts presented therein. Bernstein's theory of pedagogic discourse (1990, 2000) provided the sociological…

Argues that affective learning is a poorly understood phenomenon and that objective-setting and evaluation for learning in the affective domain are often neglected in educational programs. Addresses the problem this creates for nonformal science-learning centers. Contains 38 references. (DDR)

Examines the educational value of exhibits for transferring wildlife information to high school students. Reports that the passive exhibitry technique produced increases in the wildlife knowledge of students. (Author/YP)

Compared a group viewing a slide/tape program designed to reduce the novelty of a science museum with a control group (n=64 sixth graders). The results indicate that boys in the experimental group had higher on-task exploratory learning and greater cognitive learning, but there was no effect for girls. (PR)