Surrounded by Science Learning Science in Informal Environments (2010) / Chapter Skim
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3 Design for Science Learning: Basic Principles
3 Design for Science Learning: Basic Principles
Pages 37-62
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From page 37... ...
.3 Three different informal science experiences on different topics, but each evoked a powerful response from participants, and each resulted in some learning. The success of informal experiences like these is not accidental.
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This kind of deep but organized understanding allows for greater flexibility in learning and facilitates application across multiple contexts. Research has documented how development of expertise can begin in child hood through informal interaction with family members, media sources, and unique educational experiences.4 In fact, from early childhood onward, humans develop intuitive ideas about the world, bringing prior knowledge to nearly all learning endeavors.
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From page 39... ...
STRATeGieS FOR PUTTinG ReSeARcH inTO PRAcTice These facets of learning -- the development of expertise, the role of intuitive ideas and prior knowledge in gaining deep understanding, and the ability to reflect on one's own thinking -- can be put to use in informal settings to build deeper, more flexible understanding. One way this is accomplished is by creating informal envi 39 Design for Science Learning
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Making interactive experiences accessible to a wide range of audiences is a distinctive feature of museums, science and nature centers, and other informal science venues. SurrounDeD By Science 40
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LeARninG FROM inTeRAcTiVe eXPeRienceS There is evidence that interactive experiences support learning across the six strands as well as reflect a concrete way to put the research about learning to work. Such experiences seem to spark interest and maintain learners' engagement while also increasing knowledge and providing opportunities for reasoning.
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During that time, the children had not received additional school ing, practice, or warning that they would be tested.7 Interactive experiences also support Strand 3, Engaging in Scientific Reasoning, although the most sophisticated kinds of reasoning are more difficult to support in short-term experiences. In a study of eight interactive exhibits from three different science centers, Scott Randol found that the majority could be categorized as "do and see" activities.
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From page 43... ...
In fact, these researchers think that there may be an optimal degree of interactivity, which results in a satisfying learning experience for the majority of participants. The following case study of a long-term exhibition called Cell Lab, located at the Science Museum of Minnesota, illustrates how these strategies -- juxtaposing different ideas to spur reflection, presenting multiple ways to engage with concepts, and interactivity -- can prompt learning.
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To provide addi visitors engage in wet-lab biology activities using real tional assistance, museum volunteers and Lab Crew scientific tools and techniques.
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The Lab Companion allows further inves- products on bacteria. tigation about the structure of cheek cells and any To make the experience as safe and authentic variations they may have noticed.
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The third quote from an adult describes the full spectrum of the experience and again illustrates that learners can be aware of the content and even the underlying design principles of the experience. Interviews with visitors also reveal that they mostly performed the investigation outlined in the Lab Companion and then talked about what hap pened.
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From page 47... ...
Sometimes visitors will complete multiple Cell Lab investigations while visiting the museum. Spending that much time at one investigation, let alone multiple ones in the Cell Lab, is an extraordinary difference from a typical inter action with an exhibit, which may last only 30 to 60 seconds.
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Louis Science Center, among others -- are experimenting with more flexible lab benches, "so tweaking them for our institution and sharing them is a possibility down the road." cHALLenGeS OF DeSiGninG FOR LeARninG Ellenbogen's and Fink's insights into the strengths and weaknesses of Cell Lab point to the issues faced by all exhibit designers. A desire to make the experience challenging but not frustrating, and open-ended but with opportunities for success built in are widespread goals throughout the informal science community.
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" A desire to make the experience challenging but not frustrating, " and open-ended but with opportunities for success built in are widespread goals throughout the informal science community. 49 Design for Science Learning
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Thogersen considered many approaches, including During the 4-year development process, se- the model pioneered in the APE project. But he soon nior exhibit developer Erik Thogersen and his team realized that for The Mind exhibition, the activities didn't have to be open-ended in the same way the APE exhibits were.
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"The reaction you get is much stronger -- always looking for ways to show visitors really cool and much more interesting." Even activities that things that can happen."14 can be done alone, such as experiencing the toilet water fountain or measuring reaction time to sensory stimulus, are more fun when done with a partner. Interestingly, because of the Exploratorium's development process -- exhibits are prototyped and released in groups over a long period of time -- 51 Design for Science Learning
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This experience involves teens working with younger children as part of a program at the St. Louis Science Center.
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As Miller, vice president of education at the St. Louis participants in a program called "Teenage Designers Science Center and director of the project.
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"I about their own fish and uncovered the reason for was told I was stupid, but if I can teach at a science center, I must be smart."15 their demise: the ammonia level in the tank was too SURROUNDED BY SCIENCE 54
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As discussed earlier, research has found that learning through multiple channels -- books, the Web, and conversation -- tends to support flexible transfer of knowledge. This approach also proved to be so empowering that it set the teens on a path to further learning.
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The next case study describes the storytelling devices unique to this medium that producers rely on to encourage science learning. The case study is followed by a discussion of the learning that results after elementary school students watch an episode of DragonflyTV: Going Places in Science, which is produced by Twin Cities Public Television.
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, boys go to Explora! , a science center in Albuquerque, DragonflyTV producers partnered with science New Mexico, where they pose the following quescenters to show viewers at home how such centers tion: How large does a hot air balloon need to be can be a place to go to help them explore science.
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Some students described it in terms of the size and weight of the balloon: "trying to learn how The boys onscreen learned that the more passengers balloons carry weight, how it can stay in the air," a hot air balloon needed to carry, the greater its vol "how the balloons float in the air, how big it has to ume needed to be. This information was made clear be to float," and "how they flew and which size flew to them through the series of investigations they better." Other students responded in a more general conducted.
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The segment concluded with a recap of the relationship between balloon size and the weight it can lift -- a summary device that helped solidify learning. One lesson to be learned from this study is to pay close attention to the way the inquiry is presented.
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By designing environments that encourage conversation and support mediation among learn ers, informal science educators can help their visitors gain deeper knowledge from even one experience and enjoy themselves more in the process. Things to Try To apply the ideas presented in this chapter to informal settings, consider the following: • Think about the balance between interactive and noninteractive learning oppor tunities in your setting.
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From page 61... ...
. Designs for learning: Studying science museum exhibits that do more than entertain.
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Louis Science Center: http://www.slsc.org SurrounDeD By Science 62
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