Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-29T07:49:55.107Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching What You Can’t See: Museum Exhibits as a Bridge to Learning Materials Science

Published online by Cambridge University Press:  26 February 2011

Olivia Castellini ,
Carie E. Holladay ,
Terra Theim ,
Gina K. Walejko ,
Greta M. Zenner ,
Paul Krajniak  and
Wendy C. Crone
Olivia Castellini
Affiliation:
[email protected], University of Wisconsin-Madison, 3115 ECB, 1550 Engineering Drive, Madison, WI, 53706, United States
Carie E. Holladay
Affiliation:
[email protected]
Terra Theim
Affiliation:
[email protected]
Gina K. Walejko
Affiliation:
[email protected]
Greta M. Zenner
Affiliation:
[email protected]
Paul Krajniak
Affiliation:
[email protected]
Wendy C. Crone
Affiliation:
[email protected]
Get access

Abstract

The use of exhibits in informal science education venues such as science centers and museums is an integral part of engaging students in science, encouraging them to take science courses in school, and motivating them to pursue science and engineering careers. Through an Internships in Public Science Education Program funded by the National Science Foundation and in partnership with the education efforts of the Materials Research Science and Engineering Center (MRSEC) and the Discovery World Museum of Science, Economics and Technology, we have built and tested interactive components for museum exhibits on advanced materials science and nanotechnology concepts. Our front-end assessment revealed a gap in scientific understanding about objects smaller than can be seen by the naked eye. Facts learned through standard teaching methods were easily recalled, but in-depth, conceptual knowledge and application of those facts are lacking in both children and adults. We designed interactive exhibits to specifically address this disconnect in comprehension. By inviting the learner to actively participate in an interactive exhibit activity, he or she is able to develop a deeper understanding of advanced materials concepts that are difficult to teach with textbooks alone. Formative assessment of our exhibit prototypes show that students and adults not only participate in the interactive exhibit activity, but are able to learn and apply the concepts contained within them.

Keywords

scanning probe microscopy (SPM)artsimulation
Type
Research Article
Information
MRS Online Proceedings Library (OPL) , Volume 909: Symposium PP – Forum on Materials Science Education , 2005 , 0909-PP02-03
Copyright
Copyright © Materials Research Society 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1 Roco, M. C., Broader Societal Issues of Nanotechnology. Journal Of Nanoparticle Research 2003, 5, 181–189.Google Scholar
2 Roco, M. C., Converging Science and Technology at the Nanoscale: Opportunities for Education and Training. Nature Biotechnology 2003, 21, (10), 1247–1249.Google Scholar
3 Melber, L. M. Abraham, L. M., Beyond the classroom: Linking with informal education. Science Activities 1999, 36, (1), 3–4.Google Scholar
4 Csikszentmihalyi, M. Hermanson, K., Intrinsic Motivation in Museums: What Makes Visitors Want to Learn. Museum News 1995, 74, (3), 34–38.Google Scholar
5 Rennie, L. J. McClafferty, T. P., Science Centres and Science Learning. Studies in Science Education 1996, 27, 5398.Google Scholar
6 Sandifer, C., Technological Novelty and Open–Endedness: Two Characteristics of Interactive Exhibits That Contribute to the Holding of Visitor Attention in a Science Museum. Journal Of Research In Science Teaching 2003, 40, (2), 121–137.Google Scholar
7 Rennie, L. McClafferty, T. Handbook for Formative Evaluation of Interactive Exhibits; Science and Mathematics Education Centre Curtin University of Technology: Perth, Western Australia, 1996.Google Scholar
8 Rennie, L. J. Johnston, D. J., The Nature of Learning and its Implications for Research on Learning from Museums. Science Education 2004, 88, (S1), S4–S16.Google Scholar
9 Eick, C. Ewald, M. L. Kling, E. Shaw, C., Reaching Out to Outreach. Science Scope 2005, 28, (7), 36–37.Google Scholar