Effect of a School Visit to a Natural History Museum on Grade 6 Pupils’ Conceptions about Models in Biology

March 31, 2015, 2:40 pm

≫ Next: Informal Science Education & University Partnerships

≪ Previous: For Youth, By Youth

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(Germany/Canada)

Research question : How does a school visit to a natural history museum affect the development of pupils’ conceptions about models?

Methods : Following a Pre/Post research design, individual concept maps and audiorecordings of group discussions about models were collected. The data will be analyzed according to the method developed by Anderson (1999a and 1999b). Results will show qualitative transformations in pupils’ conceptions about models in biology.

Principal Researchers : Charlène Bélanger (Ph.D. Candidate, Université du Québec à Montréal) and Alexandra Moormann (Wissenschaftliche Mitarbeiterin, Naturkundemuseum Berlin, Ph.D. Candidate, Humboldt Universität zu Berlin)

Site : Museum für Naturkunde Berlin (Berlin, Germany)

Contact information : charlene.belanger@gmail.com

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Informal Science Education & University Partnerships

March 31, 2015, 2:42 pm

≫ Next: The critical use of scientific information found in diverse media and a museum as argument in a collective decision-making process about a socioscientific issue

≪ Previous: Effect of a School Visit to a Natural History Museum on Grade 6 Pupils’ Conceptions about Models in Biology

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Research questions: This series of articles explores how informal education institutions, like science museums, can partner with universities to provide enhanced learning experiences to visitors and new opportunities for communicating research to the public. http://informalscience.org/perspectives/blog/category/44

Data presentation: this is a series of blog posts authored by key leaders in the individual institutional partnerships.

Sites: So far, sites highlighted include Raleigh, NC; Columbus, OH; and Boston, MA.

Time span: the series has been going since December 2014 and we expect it to continue over the next year as we highlight new partnerships; the partnerships themselves vary in length, but many activities have been going on for at least 5 years

Contact: people who wish to contact CAISE about the series can email us at caise@informalscience.org

The critical use of scientific information found in diverse media and a museum as argument in a collective decision-making process about a socioscientific issue

March 31, 2015, 2:43 pm

≫ Next: An autobiographical inquiry into art encounter[s]: Thinking with Deleuze and Guattari's concept of desire. (Working title)

≪ Previous: Informal Science Education & University Partnerships

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(Germany/Canada)
 Objective: To describe and analyze the participatory experience of one teacher and her Grade 9 students during a socioscientific class inquiry about biodiversity as they critically use scientific information found in diverse media (including a museum) as argument in a collective decision-making process.
Theory and Methods: This research is embedded in the sociocultural framework. It was designed following a collaborative research approach. The data were collected and analyzed following an ethnographic approach, according to the method for the "analysis of sociocultural activities in 3 planes" developed by Rogoff (2008). 
Principal Researcher : Charlène Bélanger (Ph.D. Candidate, Université du Québec à Montréal)
Supervisors : Dr. Anik Meunier and Dr. Patrick Charland (Faculté des sciences de l'éducation, Université du Québec à Montréal)
Sites : Berlin Cosmopolitan school and Museum für Naturkunde Berlin (Berlin, Germany)
Contact: charlene.belanger@gmail.com  / www.grem.uqam.ca

An autobiographical inquiry into art encounter[s]: Thinking with Deleuze and Guattari's concept of desire. (Working title)

March 31, 2015, 2:44 pm

≫ Next: Babies Welcome! Re-Designing Art Museum Education for Infants and Caregivers

≪ Previous: The critical use of scientific information found in diverse media and a museum as argument in a collective decision-making process about a socioscientific issue

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(Canada)

Research question: This research is an autobiographical inquiry into the art encounter in terms of how it functions, the network of possible connections it produces. Narratives of personal art encounters will be analyzed with the theoretical concept of desire by Deleuze and Guattari, and current museum discourses on the art experience.

Data presentation: PhD dissertation (Curriculum Studies/Art Education) University of British Columbia

Principal researcher: Marie-France Berard (PhD Candidate), Dr. Donal O'Donoghue (Supervisor)

Site: Vancouver Art Gallery (Vancouver, Canada)

Time span 2015-Spring 2016

Contact: Marie-France Berard mfberard@interchange.ubc.ca

Babies Welcome! Re-Designing Art Museum Education for Infants and Caregivers

April 8, 2015, 5:34 am

≫ Next: "I Made This!" Children's Participatory Learning with 3D Printing

≪ Previous: An autobiographical inquiry into art encounter[s]: Thinking with Deleuze and Guattari's concept of desire. (Working title)

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(UK/US)

Research questions: What can we learn by listening closely to adult participants who share their experiences of Mini-Masterpieces, a gallery-based art museum program for caregivers with children age 6-18 months? How might their experiences inform the design of art museum programs for adults with very young children?

Data presentation: Project report with guidelines; art education conferences; early childhood education conferences; museum education conferences

Principal researchers: Effie Phillips-Staley, Dulwich Picture Gallery; Marta Cabral, Teachers College/Columbia University

Site: Dulwich Picture Gallery, London UK

Time span:  2014 - 2016

Contacts e.phillips@dulwichpicturegallery.org.uk marta@martacabral.com

"I Made This!" Children's Participatory Learning with 3D Printing

April 8, 2015, 5:37 am

≫ Next: TIFF digiPlaySpace Community Creativity Table

≪ Previous: Babies Welcome! Re-Designing Art Museum Education for Infants and Caregivers

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(Canada)

Research questions: We investigate the potential of 3Dprinters to facilitate participatory learning environments that foster childrens digital and cultural literacy.

Data presentation: Once collected and analyzed, we will be disseminating results in Developmental Psychology journals, Human-Computer Interaction journals/conferences, and here on our website http://semaphore.utoronto.ca/projects.php?p=153

Researchers: PI - Rhonda McEwen, Assistant Professor, Faculty of Information, University of Toronto with Hannah Turner, Daniel Southwick, Gabby Resch, Amy Ratelle, Adam Dub, Isaac Record, Matt Ratto, and Sara Grimes of the Semaphore Research Cluster on Inclusive Design in Mobile and Pervasive Computing

Site: Bata Shoe Museum, Toronto

Time span: This is part of a year-long grant, culminating in an on-site participatory workshop/study in April, 2015.

Contact: Amy Ratelle, Research Coordinator, Semaphore Research Cluster amy.ratelle@utoronto.ca

TIFF digiPlaySpace Community Creativity Table

April 8, 2015, 5:37 am

≫ Next: Museums, Youth Programs and Student Attainment

≪ Previous: "I Made This!" Children's Participatory Learning with 3D Printing

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(Canada)

Questions: This is not a research project, but has been coordinated to celebrate creative making, crafting, digital media work, robotics, and wearable computing projects currently being undertaken by Toronto youth. The goal of this project is to promote the wide network of creative youth in Toronto (and beyond) who employ new digital making practices in their work in the wider cultural industry.

Data presentation: Follow up information will be posted on the TIFF and Semaphore websites. Principal Researcher: Gabby Resch, PhD Student, Semaphore Research Cluster/Critical Making Lab, Faculty of Information, University of Toronto.

Site: Toronto International Film Festival digiPlaySpace at the TIFF Bell Lightbox.

Time span: This project runs on Saturdays and Sundays from March 7, 2015, to April 19, 2015. Contact: Gabby Resch, gabby.resch@utoronto.ca

Museums, Youth Programs and Student Attainment

April 8, 2015, 5:38 am

≫ Next: Formative Evaluation of Tattoo Universe STEAM Workshops

≪ Previous: TIFF digiPlaySpace Community Creativity Table

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(UK)

Research questions: This project will explore: What should museums focus on when they set up programs for students who find it difficult to achieve in school? What impact do museums hope to make when they create programs aimed at improving students’ performance in school? How can museums help with attainment? How can these programs be made sustainable?

Data Presentation: Academic Format: Dissertation

Principal researcher: Olivia Perdew and Dr. Viv Golding

Site: TBD

Time span: April 1 2015-July 20 2015

Contact:  op36@le.ac.uk

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Formative Evaluation of Tattoo Universe STEAM Workshops

April 8, 2015, 5:39 am

≫ Next: Key Competencies and Historical Memory (KC-MEM)

≪ Previous: Museums, Youth Programs and Student Attainment

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(USA)

Evaluation questions: RK&A explored teens’ thoughts, perceptions, and understandings of art and science in the Tattoo Universe STEAM Workshops, which focused on the art and science of tattooing. Additional evaluation questions were about the creative processes teens used in the program and the program’s overall effect on their interests related to art and science. 

Data presentation:  Data were collected qualitatively through program observations and in-depth interviews with program participants, and a final written report was presented to stakeholders in December, 2014.

Principal Evaluators: Randi Korn & Associates, Inc.

Sites:  Smithsonian National Museum of Natural History (Q?rius space) and Hirshhorn Museum and Sculpture Garden (ArtLab+) Washington, DC

Time span: July-December, 2014

Contacts: Amanda Krantz, Senior Associate, Randi Korn & Associates krantz@randikorn.com

Rebecca Bray, Chief of Experience Development, National Museum of Natural History

brayr@si.edu

Key Competencies and Historical Memory (KC-MEM)

May 5, 2015, 5:33 pm

≫ Next: Artful Moments: Arts-Based Experiences for Persons with Dementia

≪ Previous: Formative Evaluation of Tattoo Universe STEAM Workshops

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(EU)

Research questions: The project aims to create a methodology for using the concept of historical memory to engage adults in non-formal learning. The six partners are testing ways of using historical memory to enable adults to develop key competencies through an active approach to their local and community history.

Data presentation: A theoretical paper and draft methodology are available on the project website www.kc-mem.eu . Evaluation of the pilot projects is taking place during Summer 2015 and a final version of the methodology will be launched in November 2015 at a conference on adult learning in museums at the Royal Armouries Museum, Leeds.

Principal researchers: The project is a partnership between six European organisaitons: Aranzadi Academy of Sciences, San Sebastian, Spain (lead partner); the Royal Armouries Museum, Leeds, UK; Frederick University, Nicosia, Cyprus; Futura vocational training centre, San Giovanni in Persiceto, Italy; Adam Mickiewicza University, Poznan, Poland; and Kranj Public Library, Kranj, Slovenia.

Sites: As above

Time span: January 2014  December 2015

Contact: Lead partner  Mikel Edeso, Aranzadi Society of Sciences, Spain. Email medeso@aranzadi-zientziak.org

Artful Moments: Arts-Based Experiences for Persons with Dementia

May 5, 2015, 5:35 pm

≫ Next: Seniors Arts Engagement Program

≪ Previous: Key Competencies and Historical Memory (KC-MEM)

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(Canada)

Research questions: Do arts-based experiences facilitate engagement-in-the-moment for persons with mid- to late-stage Dementia? This project investigated the research questions through art-appreciation tour-style activities paired with hands-on art-making activities at both the Art Gallery of Hamilton and the St. Peters Hospital sites with small groups of patients with a caregiver.

Data presentation: Data was collected through qualitative and quantitative observations of participants during the program, and questionnaires completed by caregivers following each session. A journal article describing the project is pending.

Principal researchers: Laurie Kilgour-Walsh, Educator, Janis Humphrey, Clinical Manager of the Behavioural Health Program; Kathy Moros, Occupational Therapist; Shannon Stanners, Speech-Language Pathologist; Maureen Montemuro, Clinical Nurse Specialist; Carmen Murray, Occupational Therapist; Afeez Hazzan, Post-Doctoral Fellow

Sites: Art Gallery of Hamilton and Hamilton Health Sciences, St. Peters Hospital, Hamilton, Ontario

Time span: February 2013 to August 2014

Contact: Laurie Kilgour-Walsh, Educator, Art Gallery of Hamilton laurie@artgalleryofhamilton.com

Seniors Arts Engagement Program

May 5, 2015, 5:39 pm

≫ Next: Giving Museum Visitors a Voice

≪ Previous: Artful Moments: Arts-Based Experiences for Persons with Dementia

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(Canada)

Research questions:  Existing programs have demonstrated that engaging seniors in meaningful conversations about art, even in cases where cognitive changes are significant, creates a strong sense of wellbeing, with both client and caregiver. We are investigating how adding the opportunity for personal interactions and personal creative expression can help support wellbeing for seniors who reside in assisted and senior living facilities.

Data presentation: Conference, Website

Principal researchers:  City of Toronto, Baycrest, Art Gallery of Ontario

Sites    City of Toronto, Baycrest, Art Gallery of Ontario

Time span: 3 year pilot program

Contact  Melissa Smith, Gallery Guide and Adult Education Officer Coordinator          

Melissa_Smith@ago.net ; Paola Poletto, Manager of Artist in Residence and Adult Programs

Paola_Poletto@ago.net  

Giving Museum Visitors a Voice

May 5, 2015, 5:40 pm

≫ Next: Being a guest - then and now: an intergenerational project

≪ Previous: Seniors Arts Engagement Program

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(UK)

Research questions: How do museums, cultural or heritage organisations give their visitors a voice? (Where being given 'a voice’ refers to the process of listening to and discussing the ideas and opinions of visitors and endeavouring to incorporate them into the organisation to help facilitate positive visitor experiences.)  

Data presentation: The data will be presented in a written report and made available to participants on their request.

Principal researcher: Libby Crofts

Sites: The University of Leeds and the National Coal Mining Museum, Wakefield, UK

Time span: 3 months, March - May 2015

Contact info: fh13ec@leeds.ac.uk

Being a guest - then and now: an intergenerational project

May 5, 2015, 5:41 pm

≫ Next: Community Archive for Channel Island Evacuation

≪ Previous: Giving Museum Visitors a Voice

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(Hungary)

Abstract:  This project is an intergenerational collaboration between high school students and elderly people. The participants work together to learn about the past, the present and each other through reminiscence and subjective atlas making in connection with the museum’s profile. The goal of the project is to bring together the two generations and help them to overcome stereotypes about each other.

Data presentation: dissertation, and follow up information will be posted on the museum’s website along with subjective atlases made by the participants.

Researchers: Éva Bora and Zita Merényi

Site: Hungarian Museum of Trade and Tourism, Budapest, Hungary

Time span:  The project runs on Fridays from April 17, 2015 to May 22, 2015 

Contact: eva.emilia.bora@live.com or merenyi.zita@gmail.com 

Community Archive for Channel Island Evacuation

May 5, 2015, 5:43 pm

≫ Next: Polar Learning and Responding: PoLAR Climate Change Education Partnership (PoLAR CCEP)

≪ Previous: Being a guest - then and now: an intergenerational project

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(UK)

https://guernseyevacuees.wordpress.com/community-project/

Research questions: We share the story of the evacuation of 17,000 civilians from Guernsey to England in June 1940. We share evacuee's memories, documents and photographs at public events, online, through publications and lectures. We also collect Guernsey evacuation stories which now form the largest Guernsey evacuation archive on the UK mainland.

Data presentation: Our data will be presented during a lecture at Stockport Story Museum, Stockport, Cheshire, England, UK, on 16th May 2015. A permanent audio visual display will also be launched on that date.

Contact: Gillian Mawson,  the community group leader, on whaleybridgewriter@gmail.com

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Polar Learning and Responding: PoLAR Climate Change Education Partnership (PoLAR CCEP)

May 5, 2015, 5:45 pm

≫ Next: Climate and Urban Systems Partnership (CUSP CCEP)

≪ Previous: Community Archive for Channel Island Evacuation

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(USA)

Evaluation questions: To what extent do PoLAR's novel educational tools and approaches demonstrate successful implementation and achievement of target audience outcomes including increased awareness, understanding of, and response to climate change?  What impact do these projects have on the audiences who engage with them?

Data presentation: Data are presented via written quarterly and annual reports to the project team and in preparation to share with the funder. Additionally, data are shared verbally with the project team by phone and in-person, and through PowerPoint presentations to the full partnership as well as the greater Alliance of six CCEP programs. Further, findings from various projects are shared at conferences and prepared for submission to relevant journals.

Principal Evaluators: Elizabeth R. Bachrach, Irene F. Goodman, Emma H. Lukasiewicz: Goodman Research Group, Inc. (GRG).

Sites: Nationally, in both informal and formal educational settings (e.g., college classrooms, museums, community organizations, camps).

Time span: September 2012 through August 2017

Contact: Goodman Research Group, Inc. (GRG), 929 Massachusetts Avenue, Suite 2A, Cambridge, MA 02139 Elizabeth R. Bachrach bachrach@grginc.com Irene F. Goodman goodman@grginc.com

Climate and Urban Systems Partnership (CUSP CCEP)

May 5, 2015, 5:47 pm

≫ Next: Visitor Experience in From Ashgabat to Istanbul: Oriental Rugs in Canadian Collections

≪ Previous: Polar Learning and Responding: PoLAR Climate Change Education Partnership (PoLAR CCEP)

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(USA)

Evaluation questions:

1) Are partners meeting individual and partnership goals? Does the partnership demonstrate characteristics of a successful collaboration and replicable model?

2) How effective are Urban Learning Networks (ULN) in four cities regarding network functioning, agreement on goals, implementation of activities, and improving residents understanding and engagement with climate change issues?

Data presentation: Data are presented via written quarterly and annual reports to the project team and in preparation to share with the funder. Additionally, data are shared verbally with the project team by phone and in-person, and through PowerPoint presentations to the full partnership as well as the greater Alliance of six CCEP programs. Further, findings from various projects are shared at conferences and meetings.

Principal Evaluators: Elizabeth R. Bachrach, Irene F. Goodman, Danielle D. Smith: Goodman Research Group, Inc. (GRG).

Sites: Urban communities and neighborhoods in Philadelphia, Pittsburgh, New York, and Washington, D.C.; Museums, community organizations, festival sites, etc.

Time span: September 2012 through August 2017

Contact: Goodman Research Group, Inc. (GRG) Elizabeth R. Bachrach bachrach@grginc.com

Irene F. Goodman goodman@grginc.com

Visitor Experience in From Ashgabat to Istanbul: Oriental Rugs in Canadian Collections

June 8, 2015, 1:11 pm

≫ Next: Internship Training Programs in Academic Art Museums in Relation to AAM Standards

≪ Previous: Climate and Urban Systems Partnership (CUSP CCEP)

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(Canada)

Research/Evaluation questions:How did visitors interact with objects and interpretive materials in the exhibition?How effective and accessible are the interpretive materials?How did the podcast tour influence visitor behaviours and experiences in the exhibition?

Data presentation: The researchers collected quantitative and qualitative data through visitor observation and interviews as part of a course assignment for the completion of MMSt at the University of Toronto. A final presentation and written report were delivered to the Textile Museum of Canada in January 2015.

Principal researchers: Jennifer Ford, Rachel Leaton, Yara Seredin, Danielle Varadi-Starer, Amelia Yan

Course Professor: Barbara Soren, PhD

Site: Textile Museum of Canada, Toronto, Ontario, Canada

Time span: September 2014 – January 2015

Contacts: Rachel Leaton; rachel.leaton@live.ca ; Susan Fohr sfohr@textilemuseum.ca

Internship Training Programs in Academic Art Museums in Relation to AAM Standards

June 8, 2015, 1:12 pm

≫ Next: Building Inclusivity: Using Audience Research to Build Latino Attendance (title in progress)

≪ Previous: Visitor Experience in From Ashgabat to Istanbul: Oriental Rugs in Canadian Collections

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(USA)

Research questions: What are the components, intent, and practices of art museum internship programs in AAM-accredited academic art museums as defined by their administrators, and what is the relationship between current practices and the minimum standards set by AAM? This research developed evidence-based literature on current internship practices by describing the programs using a curriculum framework.

Data presentation: Dissertation for Ph.D. - available via  email inquiry and on AnsleySimmons.com beginning August 2015

Principal researcher: Ansley Simmons

Sites: 58 internship coordinators at AAM-accredited academic art museums

Time span: 4 week survey collection period

Contact: AnsleySimmons@gmail.com

Building Inclusivity: Using Audience Research to Build Latino Attendance (title in progress)

June 8, 2015, 1:13 pm

≫ Next: STEAM-Powered: Incorporating the Arts and Sciences into Museum Educational Practices

≪ Previous: Internship Training Programs in Academic Art Museums in Relation to AAM Standards

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(USA)

Research Question:  How do museums use audience research to inform program development in an effort to build a local Latino attendance and an inclusive environment?

Data presentation:  I will defend my thesis in the fall; following the defense, I will prepare my research for publication and/or presentation at a conference.

Principal Researcher:  Nicole Hewitt

Thesis Advisor:  Helen Shannon, PhD

Sites:  The research is being conducted within the states of the Mountain-Plains Museums Association (Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, Texas, and Wyoming).  Specific museums for case studies will be identified later in the summer following an initial survey.

Time Span:  Research will be conducted in June, July, and August 2015.

Contact:  If you have comments, questions, suggestions, or would like to participate, please contact me, Nicole Hewitt, at nhewitt@uarts.edu I look forward to hearing from you!