Museum exhibits and programs

LabVenture at the Gulf of Maine Research Institute

Infectious Diseases Exhibit at the Marian Koshland Science Museum

COSMIC Questions

Evolutions After-school Program at Yale Peabody Museum

LabVenture! at GMRI's Cohen Center for Interactive Learning

Lead Evaluator(s): Carol Baldassari
Associates: Elizabeth Osche
Partners: Gulf of Maine Research Institute (GMRI)
Funder: Private
Years:
Front-end evaluation: 2004-05
Summative evaluation: 2008-09

Abstract: LabVenture! opened its Mystery of the X-Fish exhibit in fall 2005 and since then, has invited 5th and 6th grade students throughout Maine to visit the Center free of charge. The 'mystery' is based on a keystone species in both the Gulf of Maine foodweb and the state's coastal economy - the Atlantic Herring. The visiting middle school students use a range of scientific methods and tools to study current, locally relevant research questions. Its 'hands-on, minds-on' activities are modeled on actual scientific research being conducted by marine scientists at work along the coast of Maine.

The Center's LabVenture! program was designed to:

• stimulate student learning about marine science and the Gulf of Maine community
• illuminate current research projects and keep pace with scientific discoveries
• personalize the scientific process
• inspire and enable visitors' ongoing learning
• generate excitement about science-related careers

After visiting the Center, students have access to personalized websites, with digital scrapbooks of their experiences (microscope images, team photos, video research reports, etc.). Students can also use the site's online opportunities for self-directed learning and have an active dialogue with GMRI's research staff. To support teachers, the website provides pre- and post-visit classroom activities.

PERG conducted the front-end and the summative evaluation for the Center. The purpose of the summative evaluation, conducted at the end of 5 years of operation, was to learn the extent to which, and how, teacher and student visits to the Cohen Center influenced learning and teaching both as a result of the Center's activities at the time of the visit; and post visit. Areas of inquiry included:

• documentation of students' and teachers' experiences at the Center, as well as resultant follow-up activities
• evidence that visits had an impact on classroom teaching and learning of science, as well as the science curriculum
• evidence of teachers' and students' effort to extend their learning post-visit
• students' and teachers' plans for further research in marine sciences

Data collection methods included:

• on-line surveys of all teachers that visited the Center since it opened, as well as a sample of recent student visitors
• site visits to two schools; interviews with teachers and focus group interviews with students who worked together in teams during their visits
• review of student and teacher artifacts

Reports: LabVenture! Summative Evaluation [pdf]

Website: http://mystery.gmri.org/about/default.aspx

Similar Projects:

GMRI: Vital Signs
GMRI: VitalVenture: NOAA B-WET program

Infectious Diseases Exhibit at the Marian Koshland Science Museum
of the National Academy of Sciences (NAS), Washington, DC

Lead Evaluator: Judah Leblang
Associates: Samara Hoyer-Winfield, Elsa Bailey, Toby Atlas
Funder: National Institute of Health (NIH)
Years: 2006-08

Abstract: The Infectious Diseases exhibit, and its related component on the Koshland Museum website, were funded through a Science Education Partnership Award (SEPA) grant from the National Center for Research Resources, a department of the National Institute of Health (NIH). The primary goals of Infectious Diseases were to:

• Help visitors understand why infectious diseases continue to cause problems and cause challenges for mankind-including the rapid evolution of microorganisms, the overuse/misuse of antibiotics, and issues of land use and economics
• Help visitors understand what actions they can take to help control the spread of infectious disease
• Pique visitors' interest in the topic of infectious disease and stimulate questions

As outlined in project documents, Infectious Diseases was "intended for non scientists adults in the general public, teachers, school groups at the middle school level and above, journalists, and policy makers."

Evaluation Activities and methods:
PERG's evaluation consisted of several phases.

• A series of front-end interviews with visitors to determine their understanding of and interest in the topic of infectious disease.
• Exit interviews and interactive observations and follow up phone interviews with visitors at the Koshland Museum
• A series of interviews and a focus group with users, (including general visitors and educators) of the Infectious Disease portion of the Koshland website
• A post-summative-report round of interviews and observations at the Koshland Museum to examine visitors' reactions to changes/adjustments made to the exhibit

Report: Final Evaluation Report [pdf]

Website: http://www.koshland-science-museum.org/exhib_infectious/

Cosmic Questions

Lead Evaluators: Judah Leblang and Joan Karp
Associates: Susan Cohen, Elsa Bailey
Funders: National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA)
Years: 2000-2003

Abstract: Cosmic Questions is an interactive 5000 square-foot exhibition, developed by staff at the Harvard-Smithsonian Center for Astrophysics (CfA), to promote reflection about and interest in "big questions" about the universe and humanity's place in the cosmos, along with providing the most up-to-date information about the universe. Through their experiences in the exhibit gallery and at a series of related activities-a a short play, a staff demonstration, and a planetarium show-visitors are encouraged to construct meaning and to find relevance in relation to their own world views and life experiences.

Cosmic Questions was framed around three "big questions:"

•  "What is the universe like?"
•  "Was there a beginning to time?"
•  "Where do we fit in?"

In this context, the exhibition had four major goals for its viewers, as described in project literature:

1. Learn about key astronomical and scientific concepts, including:

• a. The composition of the universe and its vast scales of space and time
• b. The physical and analytical tools of the astronomer; learning from light
• c. The interplay of models, evidence and explanation in forming our understanding of the universe

2. Increase their understanding of the nature of scientific inquiry by engaging in activities that explore "how we know" about the universe.

3. Encounter various human perspectives (historical, personal, cultural, artistic, etc.) on age-old cosmic questions.

4. Reflect upon their own ideas about the universe and the meaning and relevancy of the ongoing human search for answers to cosmic questions.

Evaluation Activities and methods: PERG's evaluation consisted of 3 phases. In 2000, evaluators conducted a series of front-end interviews at Boston's Museum of Science (MOS), to determine visitors' interest in and reaction to questions such as: "Are you interested in new discoveries about the universe?" and "Do you have a mental picture of the universe?"

Based on our findings, the exhibit developers created a scaled-down prototype exhibit at the Museum of Science in spring 2001. PERG evaluators collected extensive data at the MOS, and produced a formative report, which proved useful in the creation of the full exhibition.

The summative evaluation of Cosmic Questions was conducted between from September 2002 to June 2003. The evaluators collected data at 2 sites: Boston's Museum of Science and the Midland Center for the Arts in Midland, Michigan.

Evaluation methods included:

• Exit interviews with museum visitors
• Follow up phone interviews about 1 week after the museum visit
• Survey of visitors who attended the related play "Boy Meets Girl"
• Survey of visitors who attended the related planetarium show
• Interactive observations, in which evaluators accompanied visitors on their trip through the exhibition

Key Findings: Visitors to Cosmic Questions generally found the exhibit highly engaging. They reported learning new information about the universe, and reflected on the 'big questions' embedded in Cosmic Questions. Almost two-thirds of our respondents said they had questions stimulated by the exhibit, and more than 60% said Cosmic Questions helped them think about their place in the universe.

Report: Cosmic Questions Final Executive Summary [pdf]

Website: http://www.cfa.harvard.edu/seuforum/exhibit/index.htm

Evolutions After-school Program at Yale Peabody Museum, New Haven, CT

Lead Evaluator: Judah Leblang
Associates: Elizabeth Osche
Funder: National Science Foundation (NSF), Institute of Museum and Library Services (IMLS)
Years: 2005-2009

Abstract: The EVOLUTIONS (Evoking Learning and Understanding Through Investigations of the natural sciences) after school program began in 2005 at the Peabody Museum of Natural History at Yale University, and initially involved approximately 40 students. The program was initially targeted toward low-SES/minority students in the New Haven Public Schools. During the first year, the program targeted students in grades 7-12. Currently the program is aimed at high school students.

Annual projects include the mounting of an exhibition and student-produced videos intended to teach science concepts to elementary-aged students. Students also have the opportunity to participate in field trips to regional science centers in addition to an annual college visitation trip.

EVOLUTIONS program foci include:

• Preparing students for post-secondary (college) education
• Learning about scientific-and other careers
• Expanding students' transferable skills for the future
• Learning about the Peabody Museum and museum careers

In 2008, Peabody staff developed a new program, SCI CORPS, (Science Career Orientation and Readiness Program for Students), which enabled EVOLUTIONS veterans to train to work as interpreters within the Peabody Museum, and to interact with a broad range of museum visitors.

Evaluation Activities and methods included the following:

• Initial strategic planning-serving as a 'critical friend' to project staff and development of logic model for EVOLUTIONS
• Ongoing consultation with project director
• Observation of program through two annual site visits
• Numerous focus groups with students in both EVOLUTIONS and SCI CORPS
• Interviews with project director and staff
• Examination of project documents and artifacts
• Interviews with parents of participating students

Report: 2009 Evaluation Memo [pdf]
Website: http://www.peabody.yale.edu/education/evo/evo_parents.html