Investigating the impact of prior knowledge and interest on aquarium visitor learning

Most free‐choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free‐choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free‐choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced this variability. Specifically, we propose grouping learners according to their entering understanding and attitudes, using qualitative categories such as minimal, moderate, and extensive. In this article, we use data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern more readily the nature of changes in aquarium visitors' conservation knowledge and attitudes. Although analysis revealed that there were significant changes in both conservation knowledge and attitudes, entry to exit, for all 100 visitors studied, a more detailed analysis revealed that gains were not evenly distributed across all visitors. The results support the hypothesis that the grouping of learners into minimal, moderate, and extensive conservation knowledge and attitude categories enabled a more fine‐grained and accurate understanding of changes in aquarium visitor's conservation learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 163–176, 2003     

Performance of Person-Fit Statistics Under Model Misspecification

In educational and psychological measurement, a person-fit statistic (PFS) is designed to identify aberrant response patterns. For parametric PFSs, valid inference depends on several assumptions, one of which is that the item response theory (IRT) model is correctly specified. Previous studies have used empirical data sets to explore the effects of model misspecification on PFSs. We further this line of research by using a simulation study, which allows us to explore issues that may be of interest to practitioners. Results show that, depending on the generating and analysis item models, Type I error rates at fixed values of the latent variable may be greatly inflated, even when the aggregate rates are relatively accurate. Results also show that misspecification is most likely to affect PFSs for examinees with extreme latent variable scores. Two empirical data analyses are used to illustrate the importance of model specification.     

Interactives and Visitor Learning

Abstract Interactives—computers and other multimedia components, physical manipulatives (including whole‐body and tabletop activities), and simulations—occur in all types of museums. There is considerable interest in the nature of the learning that happens when visitors use interactives. Museum professionals have enlisted constructivist theory to support the notion that interactive elements are invaluable components of any exhibition experience, and are effective learning tools that enable active visitor engagement. Interactives are also seen as vital to sustaining institutional image and expanding institutional popularity. Despite the increasing use of interactives in exhibitions and the substantial investments being made in their design and maintenance, there is a paucity of research as to whether these constructivist assumptions are supported. There is little work exploring visitors' perceptions of specific types of interactives, or the role of interactivity in the visitor experience generally. Museum staff thus have a limited ability to make informed decisions about the level and type of interactivity that might enhance exhibition experiences. This paper describes a collaborative effort in 2001 by researchers at the Powerhouse Museum (PHM), Sydney; the Institute for Learning Innovation (the Institute), Annapolis, Maryland; and Curtin University of Technology (Curtin) and Scitech Discovery Centre (Scitech), both in Perth, Western Australia. This study investigated two aspects of interactivity: 1) visitor perceptions of interactivity in two different contexts, a museum and a science center; and 2) the types of short‐ and long‐term learning that resulted from use of interactives in these two institutions.     

Numbers defy the law of large numbers

As the number of independent tosses of a fair coin grows, the rates of heads and tails tend to equality. This is misinterpreted by many students as being true also for the absolute numbers of the two outcomes, which, conversely, depart unboundedly from each other in the process. Eradicating that misconception, as by coin‐tossing experiments, should be incorporated early on into learning the law of large numbers.     

Muskuläre Regulation bei ermüdungsinduzierter Vorbelastung im Krafttraining

International sport strives for increasing the level of performance in sports. Risks of manipulating the performance are not unusual. At the same time, improvements in science, engineering and data processing offer further opportunities for planning effective, low-risk and year-round training programmes for specific sports. This paper presents new approaches based on the example of techniques for strength training. Selected experimental results highlight the limitations and provide conclusions for the scientific foundation and individualization of high performance training. The approach of “muscle pre-fatigue” is verified in a training study with high jumpers. The statements show how important scientifically controlled analysis is for individual training programmes and what high significance they have for optimizing the training process. These will be essential requirements for a legal improvement of high performance in international sport.     

An Identity‐Centered Approach to Understanding Museum Learning

This paper advances the thesis that museum visitors' identities, motivations and learning are inextricably intertwined. All individuals enact multiple identities, many of which are situational and constructed in response to a social and physical context. Identity influences motivations, which in turn directly influence behavior and learning. Visitors to museums tend to enact one or various combinations of five museum‐specific identities, described here as: explorer; facilitator; professional/hobbyist; experience seeker; and spiritual pilgrim. Preliminary findings suggest that these identity‐specific motivational categories might help to explain the long‐term learning impacts of a museum visit.     

Measuring the impact of a science center on its community

A range of sources support science learning, including the formal education system, libraries, museums, nature and Science Centers, aquariums and zoos, botanical gardens and arboretums, television programs, film and video, newspapers, radio, books and magazines, the Internet, community and health organizations, environmental organizations, and conversations with friends and family. This study examined the impact of one single part of this infrastructure, a Science Center. This study asked two questions. First, who in Los Angeles (L.A.) has visited the California Science Center and what factors best describe those who have and those who have not visited? Second, does visiting the California Science Center impact public science understanding, attitudes, and behaviors and if so, in what ways? Two random telephone surveys of L.A. county adults 18 years of age and over (n = 832; n = 1,008) were conducted; one in 2000, shortly after the opening of the totally redesigned and rebuilt Science Center and one in 2009, roughly a decade after opening. Samples were drawn from five racially, ethnically, and socio‐economically diverse communities generally representative of greater L.A. Results suggest that the Science Center is having an important impact on the science literacy of greater L.A. More than half of residents have visited the Science Center since it opened in 1998 and self‐report data indicate that those who have visited believe that the Science Center strongly influenced their science and technology understanding, attitudes, and behaviors. Importantly, Science Center visitors are broadly representative of the general population of greater L.A. including individuals from all races and ethnicities, ages, education, and income levels with some of the strongest beliefs of impact expressed by minority and low‐income individuals. The use of a conceptual “marker” substantiates these conclusions and suggests that the impact of the Science Center might even be greater than indicated by the mostly self‐report data reported here. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 1–12, 2011