Pub Date : 2019-01-02DOI: 10.1080/10645578.2019.1591855
Neta Shaby, Orit Ben-Zvi Assaraf, T. Tal
Abstract This qualitative research explores the interactions of elementary school students during free-choice activity with science museum exhibits. The study participants were 39 students, who visited a science museum on six occasions during a three-year-period (from 4th to 6th grades). Our study showed that most interactions around exhibits are social in nature. Within these social interactions, students mainly discuss the technicalities of operating the exhibits and rarely engage with their scientific content. On occasion, exhibits are no more than settings for social interactions that could equally occur, for example, in the schoolyard. The main implications of this study concern exhibit design and pedagogy. Because students find ways to create their own social interactions in museum settings, museum pedagogy should leverage this social interaction into cognitive engagement with the scientific content of exhibits.
{"title":"Engagement in a Science Museum – The Role of Social Interactions","authors":"Neta Shaby, Orit Ben-Zvi Assaraf, T. Tal","doi":"10.1080/10645578.2019.1591855","DOIUrl":"https://doi.org/10.1080/10645578.2019.1591855","url":null,"abstract":"Abstract This qualitative research explores the interactions of elementary school students during free-choice activity with science museum exhibits. The study participants were 39 students, who visited a science museum on six occasions during a three-year-period (from 4th to 6th grades). Our study showed that most interactions around exhibits are social in nature. Within these social interactions, students mainly discuss the technicalities of operating the exhibits and rarely engage with their scientific content. On occasion, exhibits are no more than settings for social interactions that could equally occur, for example, in the schoolyard. The main implications of this study concern exhibit design and pedagogy. Because students find ways to create their own social interactions in museum settings, museum pedagogy should leverage this social interaction into cognitive engagement with the scientific content of exhibits.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"1 - 20"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1591855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49515960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10645578.2019.1603737
C. Barriault, L. Rennie
Abstract Science centers, zoos, and aquariums share the common goal of engaging visitors in learning about the physical and natural world. Exhibits in zoos and aquariums, however, focus primarily on living organisms. Interactive exhibits are less common in these institutions and this differentiates the way visitors engage with exhibits from that of a typical science center visit. Based on the usefulness of the Visitor-Based Learning Framework (Barriault & Pearson, 2010) as an exhibit assessment tool in science centers, the purpose of this research was to develop a similar tool that assesses the potential learning impact of live animal exhibits in zoos and aquariums. A comprehensive framework of learning-related behaviors was developed and field-tested with a total of 900 visitors. The resulting Visitor-Based Assessment Framework for Animal Exhibits provides zoo and aquarium researchers and practitioners with a valuable tool to assess exhibits through observable behavioral indicators.
{"title":"The Development of a Standardized Assessment Framework for Animal Exhibits","authors":"C. Barriault, L. Rennie","doi":"10.1080/10645578.2019.1603737","DOIUrl":"https://doi.org/10.1080/10645578.2019.1603737","url":null,"abstract":"Abstract Science centers, zoos, and aquariums share the common goal of engaging visitors in learning about the physical and natural world. Exhibits in zoos and aquariums, however, focus primarily on living organisms. Interactive exhibits are less common in these institutions and this differentiates the way visitors engage with exhibits from that of a typical science center visit. Based on the usefulness of the Visitor-Based Learning Framework (Barriault & Pearson, 2010) as an exhibit assessment tool in science centers, the purpose of this research was to develop a similar tool that assesses the potential learning impact of live animal exhibits in zoos and aquariums. A comprehensive framework of learning-related behaviors was developed and field-tested with a total of 900 visitors. The resulting Visitor-Based Assessment Framework for Animal Exhibits provides zoo and aquarium researchers and practitioners with a valuable tool to assess exhibits through observable behavioral indicators.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"21 - 42"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1603737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45099661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10645578.2019.1603739
Andreas Christian
Abstract Participant reactivity was examined in a section of the National Park Center Multimar Wattforum in Tönning, Germany, which combines aquariums with exhibits typical of museums and science centers. Engagement times with exhibits were compared between cued and uncued visitors. Cued visitors were overtly observed. Some were also prompted before the observation period to think aloud. Data were collected by paper-and-pencil timing and tracking. Participants spent approximately 15 min in the observation section. Reactivity was not significant for overtly observed cued visitors unless they were asked to think aloud. In this case, reactivity depended on the type of exhibit. Reactivity was high for information stations, moderate for interactive stations, and low for aquariums. The results indicate that reactivity effects are negligible for overt observation if after the cueing no further interaction between participants and observers takes place but increase considerably even with minimal interaction.
{"title":"Participant Reactivity in an Exhibition: The Effect of Overt Observation on Engagement Times","authors":"Andreas Christian","doi":"10.1080/10645578.2019.1603739","DOIUrl":"https://doi.org/10.1080/10645578.2019.1603739","url":null,"abstract":"Abstract Participant reactivity was examined in a section of the National Park Center Multimar Wattforum in Tönning, Germany, which combines aquariums with exhibits typical of museums and science centers. Engagement times with exhibits were compared between cued and uncued visitors. Cued visitors were overtly observed. Some were also prompted before the observation period to think aloud. Data were collected by paper-and-pencil timing and tracking. Participants spent approximately 15 min in the observation section. Reactivity was not significant for overtly observed cued visitors unless they were asked to think aloud. In this case, reactivity depended on the type of exhibit. Reactivity was high for information stations, moderate for interactive stations, and low for aquariums. The results indicate that reactivity effects are negligible for overt observation if after the cueing no further interaction between participants and observers takes place but increase considerably even with minimal interaction.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"67 - 83"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1603739","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42185978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10645578.2019.1591840
Kevin Markwell, B. Weiler, Jeffrey C. Skibins, R. Saunders
Abstract This article explores enablers and inhibitors of emotional engagement between visitors and Tasmanian devils at Healesville Sanctuary, Australia. A qualitative research approach was utilized including 44 interviews (ten with staff and 34 with visitors) and eight hours of observations of 622 visitors. Findings are presented in relation to six themes: (a) visitors’ motivations for viewing Tasmanian devils, (b) visitors’ emotional responses to Tasmanian devils, (c) role of previsit expectations, (d) species’ attributes inhibiting emotional engagement, (e) species' attributes enabling emotional engagement, and (f) elements of exhibit design and interpretation influencing emotional engagement. Results show clear views of active animals, first-person interpretation, and an understanding of conservation threats were enablers of forming an emotional connection. Inability to view animals and general misconceptions of devils were inhibitors of forming an emotional connection. Implications for exhibit management, interpretation, and conservation are discussed.
{"title":"Sympathy for the Devil? Uncovering Inhibitors and Enablers of Emotional Engagement Between Zoo Visitors and the Tasmanian Devil, Sarcophilus harrisi","authors":"Kevin Markwell, B. Weiler, Jeffrey C. Skibins, R. Saunders","doi":"10.1080/10645578.2019.1591840","DOIUrl":"https://doi.org/10.1080/10645578.2019.1591840","url":null,"abstract":"Abstract This article explores enablers and inhibitors of emotional engagement between visitors and Tasmanian devils at Healesville Sanctuary, Australia. A qualitative research approach was utilized including 44 interviews (ten with staff and 34 with visitors) and eight hours of observations of 622 visitors. Findings are presented in relation to six themes: (a) visitors’ motivations for viewing Tasmanian devils, (b) visitors’ emotional responses to Tasmanian devils, (c) role of previsit expectations, (d) species’ attributes inhibiting emotional engagement, (e) species' attributes enabling emotional engagement, and (f) elements of exhibit design and interpretation influencing emotional engagement. Results show clear views of active animals, first-person interpretation, and an understanding of conservation threats were enablers of forming an emotional connection. Inability to view animals and general misconceptions of devils were inhibitors of forming an emotional connection. Implications for exhibit management, interpretation, and conservation are discussed.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"103 - 84"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1591840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44062648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10645578.2019.1605235
Scott A. Pattison, Joshua P. Gutwill, Ryan Auster, M. Cannady
Abstract Identifying causal relationships is an important aspect of research and evaluation in visitor studies, such as making claims about the learning outcomes of a program or exhibit. Experimental and quasi-experimental approaches are powerful tools for addressing these causal questions. However, these designs are arguably underused in visitor studies. In this article, we offer examples of the use of experimental and quasi-experimental designs in science museums to aide investigators interested in expanding their methods toolkit and increasing their ability to make strong causal claims about programmatic experiences or relationships among variables. Using three designs from recent research (fully randomized experiment, posttest only quasi-experimental design with comparison condition, and posttest with independent pretest design), we discuss challenges and tradeoffs related to feasibility, participant experience, alignment with research questions, and internal and external validity. We end the article with broader reflections on the role of experimental and quasi-experimental designs in visitor studies.
{"title":"Experimental and Quasi-Experimental Designs in Visitor Studies: A Critical Reflection on Three Projects","authors":"Scott A. Pattison, Joshua P. Gutwill, Ryan Auster, M. Cannady","doi":"10.1080/10645578.2019.1605235","DOIUrl":"https://doi.org/10.1080/10645578.2019.1605235","url":null,"abstract":"Abstract Identifying causal relationships is an important aspect of research and evaluation in visitor studies, such as making claims about the learning outcomes of a program or exhibit. Experimental and quasi-experimental approaches are powerful tools for addressing these causal questions. However, these designs are arguably underused in visitor studies. In this article, we offer examples of the use of experimental and quasi-experimental designs in science museums to aide investigators interested in expanding their methods toolkit and increasing their ability to make strong causal claims about programmatic experiences or relationships among variables. Using three designs from recent research (fully randomized experiment, posttest only quasi-experimental design with comparison condition, and posttest with independent pretest design), we discuss challenges and tradeoffs related to feasibility, participant experience, alignment with research questions, and internal and external validity. We end the article with broader reflections on the role of experimental and quasi-experimental designs in visitor studies.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"43 - 66"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1605235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47901456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-02DOI: 10.1080/10645578.2019.1603748
Samuel Abaidoo, D. Takyiakwaa
Abstract This study investigates how different visitors experienced a dark heritage site (Cape Coast Slave Castle). Two main groups of people studied are those with historic links to the site and those without. Those with historic links include descendants of victims of the slave trade, people from countries, which participated in that dark heritage, and those whose ancestors may have collaborated. This study of 3,452 comments using directed content analysis found that recognition of the darkness of the heritage is universal, but experiences of the darkness are diverse. The different experiences highlight the complexity of reactions to, as well as contested meanings of, slavery and its enduring effects. The study also shows that the sense of "ownership" of the site is not defined by citizenship in the country of its location. One implication of this is that Cape Coast Slave Castle curators have a responsibility that goes beyond Ghana’s borders.
{"title":"Visitors’ Experiences and Reactions to a Dark Heritage Site: The Case of the Cape Coast Castle (2010–2015)","authors":"Samuel Abaidoo, D. Takyiakwaa","doi":"10.1080/10645578.2019.1603748","DOIUrl":"https://doi.org/10.1080/10645578.2019.1603748","url":null,"abstract":"Abstract This study investigates how different visitors experienced a dark heritage site (Cape Coast Slave Castle). Two main groups of people studied are those with historic links to the site and those without. Those with historic links include descendants of victims of the slave trade, people from countries, which participated in that dark heritage, and those whose ancestors may have collaborated. This study of 3,452 comments using directed content analysis found that recognition of the darkness of the heritage is universal, but experiences of the darkness are diverse. The different experiences highlight the complexity of reactions to, as well as contested meanings of, slavery and its enduring effects. The study also shows that the sense of \"ownership\" of the site is not defined by citizenship in the country of its location. One implication of this is that Cape Coast Slave Castle curators have a responsibility that goes beyond Ghana’s borders.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"22 1","pages":"104 - 125"},"PeriodicalIF":1.5,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2019.1603748","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46848900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/10645578.2018.1554094
Julie Ernst
Abstract Zoos and aquariums can be an instrumental avenue for connecting children to nature, thereby contributing to the development of conservation values and environmental stewardship. Survey data from 210 participants from nature play programs at 21 zoo and aquarium sites suggest visitors were more likely to spend time in nature in the future and felt better able to overcome barriers to spending time in nature as a result of their participation. Results suggest perceptions of effectiveness, strength of barriers, and effective strategies varied based on prior participation in nature, with participants not yet engaged in nature-based recreation perceiving the barriers as stronger and participants already nature-engaged perceiving the programs as more effective. For families who are not yet spending time in nature, results suggest the importance of helping families overcome barriers, as well as the importance of programs taking place in natural, less-maintained outdoor settings. Strengthening beliefs regarding the importance of time in nature seems to be an important strategy when working with families who already are spending some time in nature.
{"title":"Zoos’ and Aquariums’ Impact and Influence on Connecting Families to Nature: An Evaluation of the Nature Play Begins at Your Zoo & Aquarium Program","authors":"Julie Ernst","doi":"10.1080/10645578.2018.1554094","DOIUrl":"https://doi.org/10.1080/10645578.2018.1554094","url":null,"abstract":"Abstract Zoos and aquariums can be an instrumental avenue for connecting children to nature, thereby contributing to the development of conservation values and environmental stewardship. Survey data from 210 participants from nature play programs at 21 zoo and aquarium sites suggest visitors were more likely to spend time in nature in the future and felt better able to overcome barriers to spending time in nature as a result of their participation. Results suggest perceptions of effectiveness, strength of barriers, and effective strategies varied based on prior participation in nature, with participants not yet engaged in nature-based recreation perceiving the barriers as stronger and participants already nature-engaged perceiving the programs as more effective. For families who are not yet spending time in nature, results suggest the importance of helping families overcome barriers, as well as the importance of programs taking place in natural, less-maintained outdoor settings. Strengthening beliefs regarding the importance of time in nature seems to be an important strategy when working with families who already are spending some time in nature.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"232 - 259"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1554094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/10645578.2018.1548844
Lucy R. McClain
Abstract Families use mobile technologies in many educational spaces, such as museums or other informal learning venues to support their social learning experience. This trend encourages parents to take on new facilitation roles during their children’s technologically driven learning experiences. This study provides an in-depth look at how one type of mobile technology shaped parent roles, facilitation, and family learning in an outdoor setting. The qualitative case study uses sociocultural learning theory with a lens toward parent roles during a mobile-based family learning experience in the outdoors to analyze the 1-hour hike of one case study family. Findings from a thematic analysis of the video data resulted in 6 parental roles embodied by the parents during their hike with an e-Trailguide. A secondary analysis provided evidence that the e-Trailguide facilitated collaborative observations of the natural world for the parents and children. Recommendations for mobile-based designs that support family, outdoor learning are included.
{"title":"Parent Roles and Facilitation Strategies as Influenced by a Mobile-Based Technology During a Family Nature Hike","authors":"Lucy R. McClain","doi":"10.1080/10645578.2018.1548844","DOIUrl":"https://doi.org/10.1080/10645578.2018.1548844","url":null,"abstract":"Abstract Families use mobile technologies in many educational spaces, such as museums or other informal learning venues to support their social learning experience. This trend encourages parents to take on new facilitation roles during their children’s technologically driven learning experiences. This study provides an in-depth look at how one type of mobile technology shaped parent roles, facilitation, and family learning in an outdoor setting. The qualitative case study uses sociocultural learning theory with a lens toward parent roles during a mobile-based family learning experience in the outdoors to analyze the 1-hour hike of one case study family. Findings from a thematic analysis of the video data resulted in 6 parental roles embodied by the parents during their hike with an e-Trailguide. A secondary analysis provided evidence that the e-Trailguide facilitated collaborative observations of the natural world for the parents and children. Recommendations for mobile-based designs that support family, outdoor learning are included.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"260 - 286"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1548844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/10645578.2018.1541652
Andrea R. Croom, Chloe Squitiero, Mary Margaret Kerr
Abstract Adolescents frequently travel on school excursions or with their families, yet little is known about their experiences. Included in their destinations are historical sites that commemorate human suffering, including memorials associated with terrorism. The current study analyzed written responses from 133 adolescents who were participating in school excursions to the Flight 93 National Memorial. Qualitative coding suggests that adolescents grasped the importance of the memorial and were able to reflect on issues related to death and dying. Adolescents experienced negative emotions such as sadness, yet their feelings did not detract from the visit. This study sheds light on an overlooked adolescent visitor experience and reveals that school excursions to painful heritage sites may offer opportunities for adolescents to confront and discuss difficult topics, such as death and terrorism.
{"title":"Something So Sad Can Be So Beautiful: A Qualitative Study of Adolescent Experiences at a 9/11 Memorial","authors":"Andrea R. Croom, Chloe Squitiero, Mary Margaret Kerr","doi":"10.1080/10645578.2018.1541652","DOIUrl":"https://doi.org/10.1080/10645578.2018.1541652","url":null,"abstract":"Abstract Adolescents frequently travel on school excursions or with their families, yet little is known about their experiences. Included in their destinations are historical sites that commemorate human suffering, including memorials associated with terrorism. The current study analyzed written responses from 133 adolescents who were participating in school excursions to the Flight 93 National Memorial. Qualitative coding suggests that adolescents grasped the importance of the memorial and were able to reflect on issues related to death and dying. Adolescents experienced negative emotions such as sadness, yet their feelings did not detract from the visit. This study sheds light on an overlooked adolescent visitor experience and reveals that school excursions to painful heritage sites may offer opportunities for adolescents to confront and discuss difficult topics, such as death and terrorism.","PeriodicalId":45516,"journal":{"name":"Visitor Studies","volume":"21 1","pages":"157 - 174"},"PeriodicalIF":1.5,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10645578.2018.1541652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47151444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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