Victor Yocco

Giant screen film and science learning in museums

The authors review the giant screen (GS) film literature to determine if the form has unique attributes that contribute to science learning. They find that four attributes are claimed to contribute to higher learning outcomes: the sense of immersion by reducing peripheral views to a minimum; first person perspective contributing to the sense of presence in the film; narrative structure; and sensory stimulation of mirror neurons that promote kinesthetic learning. They demonstrate that most claims are without support in empirical research but uncover some recent results that give reason to believe these claims may be supportable. The authors conclude with a recommendation for a research agenda to support these claims as necessary, in order to defend the high production cost of GS film over conventional film.

Measuring public value: an instrument and an art museum case study.

ABSTRACT Using Carol Scotts (2006) discussion of museum impact as a frame, a survey instrument was created to measure the value perceived by a community toward an art museum. The survey was administered at a local community arts festival. A factor analysis revealed that 18 out of 19 items used in the survey aligned with the 3 hypothesized areas of value: individual, societal, and economic. Results of the survey suggest that both recent and recent non-visitors of the museum find similar levels of value in having the museum exist in the community. Across the board, the economic items received the lowest score. Female participants gave significantly higher scores than males. Recommendations include marketing messages that highlight the perceived values expressed in the survey, and further investigation as to how to increase the value perceived by males in the community.

Exploring use of new media in environmental education contexts: introducing visitors’ technology use in zoos model

Modern zoological gardens have invested substantial resources in technology to deliver environmental education concepts to visitors. Investment in these media reflects a currently unsubstantiated belief that visitors will both use and learn from these media alongside more traditional and less costly displays. This paper proposes a model that identifies key factors theorized to influence the likelihood of visitors engaging in technology-delivered media. Using data from two case studies of large National Science Foundation-funded projects in zoos, the authors argue key factors in predicting visitors’ technology use in zoos include: intrinsic and extrinsic variables (e.g. learning preference and age), perceived usefulness, perceived ease of use, attraction to technology, intent to use, initial use, and continued use. Future research examining the model components and their effectiveness for predicting use is needed, as well as research comparing the specific learning outcomes from experiences facilitated by technology with learning outcomes from more traditional interpretive techniques.

Communicating Climate Change to Visitors of Informal Science Environments

This article reports findings on visitors’ preferences for content presentation of a future global warming and climate change exhibit. The study was conducted with two groups: one from the Marian Koshland Science Museum of the National Academy of Sciences in Washington, DC, and the other at the Center of Science and Industry in Columbus, Ohio. The authors explored visitors’ preferences for message ordering and overall story flow as well as their reasoning for preferring those narratives on these challenging and oftentimes contentious issues. The results showed that adult visitors to both museums were interested in knowing more about individual actions toward mitigation and adaptation, rather than the simple facts and potential gloom-and-doom approach to the topic. Implications for the findings from this study were developed in collaboration with Koshland museum staff members; the authors offer practical strategies for implementing these results into future exhibitions on global warming and climate change.

Why Should I Care? Exploring the Use of Environmental Concern as a Frame of Communication in Zoos.

Effectively communicating environmental issues to motivate visitors’ behavior is critical for zoos to accomplish their missions. We examined the relationship between zoo visitors’ environmental concern and agreement with messages framed by environmental concern. Findings from two zoos (N = 298; N = 400), using two message formats, provided nearly identical results suggesting visitors have high levels of biospheric concern and, in general, agree more with statements framed by biospheric concern. Biospheric messages are likely to be more useful for evoking environmental concern and related conservation behaviors among zoo visitors. Zoos should consider technology such as smartphone applications to deliver targeted environmental concern framed messages to onsite visitors. More research is needed to determine preferred frames of communication away from zoo grounds.

Conversion Aversion: Environmental Learning and PBS Viewer Preferences

Public Broadcasting System (PBS) television plays a unique role in informal learning for the US public. The network is generally perceived as one of the most reliable sources for information and has established itself as a primary distributor of natural history documentaries. Despite this long history, there is little survey data on what motivates viewership or how nature documentary viewing relates to environmental values, lifestyle choices, and learning outcomes. This article reports on a study of Californian PBS viewers’ environmental identity, values, patterns of visiting parks, reactions to the desirability of a series of nature program scenarios, and their reasons for these reactions. Results revealed that viewers who had visited a park or viewed another nature program in the past two years were more likely to watch PBS programs on environmental topics irrespective of the scenario, and were more likely to feel that their identity is interconnected with nature. However, analysis of comments suggested that there were a handful of priorities that may present challenges to attracting these viewers, such as a mistrust of science and political motives for producing nature documentaries. The paper suggests that nature program viewing is an identity reinforcing behavior where information is used to elaborate on existing values and beliefs. By understanding these priorities, environmental educators may be able to strategically shape programming and promotion to broaden and diversify audiences for nature documentaries.