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The particular aspects of science museum exhibits that encourage students’ engagement

The particular aspects of science museum exhibits that encourage students’ engagement
The particular aspects of science museum exhibits that encourage students’ engagement
This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors' learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors' interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10-12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors' interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.
1059-0145
253-268
Shaby, Neta
8e27d9f4-f99e-4fae-8f5a-bfb59b67f0e5
Ben Zvi Assaraf, Orit
16f51c7e-32a7-45e2-ba9e-27f0fb6dd1d0
Tal, Tali
8035ac7b-7f65-474d-8f53-9dc67b2cae8a
Shaby, Neta
8e27d9f4-f99e-4fae-8f5a-bfb59b67f0e5
Ben Zvi Assaraf, Orit
16f51c7e-32a7-45e2-ba9e-27f0fb6dd1d0
Tal, Tali
8035ac7b-7f65-474d-8f53-9dc67b2cae8a

Shaby, Neta, Ben Zvi Assaraf, Orit and Tal, Tali (2017) The particular aspects of science museum exhibits that encourage students’ engagement. Journal of Science Education and Technology, 26 (3), 253-268. (doi:10.1007/s10956-016-9676-7).

Record type: Article

Abstract

This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors' learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors' interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10-12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors' interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.

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More information

e-pub ahead of print date: 16 December 2016
Published date: 1 June 2017

Identifiers

Local EPrints ID: 451583
URI: http://eprints.soton.ac.uk/id/eprint/451583
ISSN: 1059-0145
PURE UUID: 4d070b5d-0a2f-47e9-803c-74a683d85801
ORCID for Neta Shaby: ORCID iD orcid.org/0000-0002-3788-6613

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Date deposited: 12 Oct 2021 16:33
Last modified: 17 Mar 2024 04:08

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Contributors

Author: Neta Shaby ORCID iD
Author: Orit Ben Zvi Assaraf
Author: Tali Tal

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