Lynn D. Dierking

Investigating public science interest and understanding: evidence for the importance of free-choice learning

Historically, most of the focus of science education has been on pre-college and college level schooling. Although some of the publics interest and knowledge about science is unquestionably shaped by compulsory schooling, given that the average adult spends only a fraction of their life participating in some kind of formal schooling, we argue that the contribution of school-based science learning to the long-term public understanding of science is limited, particularly for the majority of Americans who do not go on to post-secondary schooling. This article shows that the majority of the public constructs much of its understanding of science over the course of their lives, gathering information from many places and contexts, and for a diversity of reasons. A random telephone survey of Los Angeles, California residents found that nearly half (43 percent) of the publics self-reported science understanding derives from leisure time, free-choice learning; science understanding was primarily acquired for reasons related to personal interest, need and/or curiosity. The conclusion drawn from this preliminary investigation is that future efforts to understand and support the publics understanding of science will require approaches that take into account individual differences and the unique personal and context-specific nature of knowledge; findings also support the value of asset-based approaches to education which build from strengths rather than dwelling upon deficits.

Development of knowledge about electricity and magnetism during a visit to a science museum and related post‐visit activities

This article reports on part of a larger study of how 11- and 12-year-old students construct knowledge about electricity and magnetism by drawing on aspects of their experiences during the course of a school visit to an interactive science museum and subsequent classroom activities linked to the science museum exhibits. The significance of this study is that it focuses on an aspect of school visits to informal learning centers that has been neglected by researchers in the past, namely the influence of post-visit activities in the classroom on subsequent learning and knowledge construction. This study provides evidence that the integrated series of post-visit activities resulted in students constructing and reconstructing their personal knowledge of science concepts and principles represented in the science museum exhibits, sometimes toward the accepted scientific understanding and sometimes in different and surprising ways. A descriptive interpretive approach was adopted, with principal data sources comprising student-generated concept maps and semistructured interviews at three stages of the study. Findings demonstrate the interrelationships between learning that occurs at school, home, and in informal learning settings. The study also underscores for classroom teachers and staff of science museums and similar centers the importance of planning pre- and post-visit activities. The importance of this planning is not only to support the development of scientific conceptions, but also to detect and respond to alternative conceptions that may be produced or strengthened during a visit to an informal learning center.

The Family Museum Experience: Implications from Research

(1989). The Family Museum Experience: Implications from Research. Journal of Museum Education: Vol. 14, The Family Museum Experience, pp. 9-11.

Learning Theory and Learning Styles: An Overview

(1991). Learning Theory and Learning Styles: An Overview. Journal of Museum Education: Vol. 16, Current Issues in Museum Learning, pp. 4-6.

Mapping the informal science education landscape: An exploratory study

This study investigated the informal science education (ISE) field to determine whether it currently functions as an effective community of practice. Research questions included: How do professionals describe and self-identify their practice, including what missions, goals and motivating factors influence their professional work? What challenges do they face and how are these resolved? Is participation in ISE activities perceived as core or peripheral to their work? Open-ended interviews were conducted with high-level representatives of 17 different ISE sub-communities; results were analyzed qualitatively. Findings showed this broad assortment of ISE sub-communities as not currently functioning as a cohesive community of practice. Although examples of shared practice and ways of talking were found, evidence of widespread, active relationship-building over time and coalescence around issues of common concern were absent. A current “map” of the ISE community is proposed and thoughts about how this map could alter in the future are suggested.

Understanding youth STEM interest pathways within a single community: the Synergies project

ABSTRACT The dramatic decline in youth interest in science, technology, engineering and mathematics (STEM) during adolescence, both in the USA and internationally, has been a phenomenon of societal concern for several decades. The Synergies project was launched to help deal with this issue. In this paper, we report findings from the first two years of our longitudinal survey research. We sought to understand the nature of the STEM-related interests of 10-/11-year-old youth living in a single urban community and the factors that seem to influence whether these various dimensions of interest increase, stay the same or diminish over time. We found that interest in three STEM dimensions—earth/space science, life science and technology/engineering—increased significantly for youth between the ages of 10/11 and 11/12 years. In contrast to the increase in STEM interest, there was a decrease in participation rates in a variety of STEM activities for the same individuals over the same time frame. We found no correlations between STEM interest and teacher or leader variables. We also found strong positive correlations between all four STEM dimensions and most of the interest-related variables including STEM knowledge, science relevance and science enjoyment. Collectively, this research provides new insights into the nature and processes of youth STEM interest pathways. We are using this empirical foundation with our community partners to improve practice.

A Comprehensive Approach to Fostering the Next Generation of Science, Technology, Engineering, and Mathematics (STEM) Education Leaders.

This paper describes an innovative education program launched in 2004 by Oregon State University Science and Mathematics Education Department, with leadership from Oregon Sea Grant, and funding from NOAA. Program development is described as well as the impact of it on participants. The program represents one vision for how to transform research and education practice to better support lifelong STEM learning.

Re-envisioning success in the cultural sector

Although the criteria for determining success as a cultural institution at the beginning of the twenty-first century are still evolving, there are a few universals that are emerging. Successful cultural organizations serve the specific needs of audiences while maximizing the flexibility and ingenuity of their relationships, both inside and outside the organization, all within the context of the economic, social and political realities in which they exist. Success should not be limited to a single set of outcomes, but requires excellence in three basic areas: (1) Support of the Public Good, which includes accomplishing ones cultural/aesthetic mission, but also being a good community citizen; (2) Organizational Investment, including building and nurturing staff; supporting a climate and culture for creativity, innovation, collaboration and research and development; and (3) Financial Stability, including building organizational value and, when possible, generating annual financial surpluses that can be used to further support institutional learning and the public good. The authors propose a model for defining and measuring institutional success using metrics of value and cost across each of these three areas.

Staff-Mediated Learning in Museums: A Social Interaction Perspective

ABSTRACT Educators, docents, and interpreters are considered integral to the learning experiences at many museums. Although there is growing recognition that these staff members need professional development to effectively support visitor learning, there has been little research to describe their work or identify effective facilitation strategies. To address this need, we explored the nature of unstructured staff-facilitated family learning at the Oregon Museum of Science and Industry in Portland, OR, videotaping and inductively analyzing 65 unstructured staff-family interactions. The analysis highlighted the importance of role negotiation between staff and adult family members, particularly during the initiation of interactions, staff and visitor facilitation of family learning, and the introduction of new learning goals by staff members. Aligned with prior research on family learning in museums, adult family members played a critical role in shaping the nature of the interactions and determining the level of involvement of staff members. Findings have important implications for both future research and the professional development of staff.

Lifelong Science Learning for Adults: The Role of Free-Choice Experiences

Science learning is increasingly a lifelong, self-directed process, dominated by out-of-school, free-choice learning experiences. This chapter discusses the scope and scale of that learning across a range of informal contexts – museums, zoos and aquariums; broadcast media such as television and radio; hobby groups; electronic media such as social networks, games, podcasts and the Internet. As the where, when and with whom of science learning continue to change so too must the strategies for measuring and studying the public’s engagement with science. Suggestions for new approaches are offered.