Visualizing Biological Data in Museums: Visitor Learning with an Interactive Tree of Life Exhibit

Autor/inn/en	Horn, Michael S.; Phillips, Brenda C.; Evans, Evelyn Margaret; Block, Florian; Diamond, Judy; Shen, Chia
Titel	Visualizing Biological Data in Museums: Visitor Learning with an Interactive Tree of Life Exhibit
Quelle	In: Journal of Research in Science Teaching, 53 (2016) 6, S.895-918 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21318
Schlagwörter	Informal Education; Science Instruction; Museums; Evolution; Science Education History; Exhibits; Genetics; Scientific Concepts; Learning Activities; Hierarchical Linear Modeling; Hands on Science; Manipulative Materials; Children; Adolescents; Genealogy; Interviews + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Museum; Museumswesen; Museen; Humangenetik; Lernaktivität; Hilfsmittel; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ahnenforschung; Genealogie; Interviewing; Interviewtechnik
Abstract	In this study, we investigate museum visitor learning and engagement at an interactive visualization of an evolutionary tree of life consisting of over 70,000 species. The study was conducted at two natural history museums where visitors collaboratively explored the tree of life using direct touch gestures on a multi-touch tabletop display. In the study, 247 youth, aged 8-15 years, were randomly assigned in pairs to one of four conditions. In two of the conditions, pairs of youth interacted with different versions of the tree of life tabletop exhibit for a fixed duration of 10 minutes. In a third condition, pairs watched a 10 minute video on a similar topic. Individual responses on a 53-item exit interview were then compared to responses from a fourth, baseline condition. Contrasting with the baseline condition, visitors who interacted with the tabletop exhibits were significantly more likely to reason correctly about core evolutionary concepts, particularly common descent and shared ancestry. They were also more likely to correctly interpret phylogenetic tree diagrams. To investigate the factors influencing these learning outcomes, we used linear mixed models to analyze measures of dyads' verbal engagement and physical interaction with the exhibit. These models indicated that, while our verbal and physical measures were related, they accounted for significant portions of the variance on their own, independent of youth age, prior knowledge, and parental background. Our results provide evidence that multi-touch interactive exhibits that enable visitors to explore large scientific datasets can provide engaging and effective learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01