Learning across a lifespan Fossils, photovoltaics and misconceptions: The challenges of learning (and teaching) Only 14% of a student’s time is spent in the classroom. science beyond the classroom (About 33% is spent sleeping.) Jim Kisiel , California State University, Long Beach Learning is learning ...but it happens at different times in many different places STARS seminar, April 9th, 2008 ‘informal learning’, ‘non-formal learning’, ‘free-choice learning’ 1 2 What is Informal Learning? Formal vs. Informal Specific goals, primarily Broad goals, often both cognitive affective and cognitive Often used to describe a museum-based experience Learner assessment No learner assessment Describes participation in non-school activities that have Structured and sequenced Unstructured an inherent educational value. Compulsory Voluntary Solitary Typically self-paced , voluntary, exploratory Social interaction Fewer unintended outcomes Many unintended actions Guided by learner choice Decontextualized knowledge Contextualized knowledge 3 4
IF the goal of an How do people ‘use’ museums? exhibition is to inform, to show, to teach ... Some typical visitor behaviors: THEN , you must A typical exhibit stop may last 10-40 seconds consider the learner--the visitor . Visitor time within an exhibition space is measured in minutes (10-15 min, on average) A visitor’s (learning) Visitors tend to turn right, when given the opportunity experience is shaped by different contexts: Visitors tend to stick to the sides, and follow the main Physical path Sociocultural Research and evaluation studies link observed behaviors to Personal likelihood of learning 5 6 Contextual Model of Learning Exploring the personal context motivations and within-group interaction expectations Understanding what the interaction prior with others visitor brings is important if knowledge personal sociocultural educators or designers wish to facilitate a learning choice experience (not unlike the and control classroom!) Must consider choice , physical motivations & prior design knowledge orientation reinforcing experiences 7 8
What do they do? Why go to a museum? The role of choice The role of motivation People visit museums for a variety of reasons: education is usually part of the rationale, but may not be the most important (social, lifespan, convenience, etc.). Studies have shown that visitors with strong ‘ education ’ agendas OR strong ‘ entertainment ’ agendas are more likely to demonstrate learning as an outcome of their experience. entertainment education entertainment education 9 10 Why go to a museum? What do they already know? The role of motivation The role of prior knowledge Visitor Identities influence learning Constructivist perspective --understanding builds on prior Explorers: Curiosity-driven, seek to learn more about whatever they knowledge. might encounter Facilitators: Focused primarily on enabling the experience and Learning outcomes depend on where the learner starts learning of others in their group There are very few published studies have looked at museum Professionals/Hobbyists: Feel a close tie between the institution’s visitors’ prior knowledge of science concepts . content and their profession/hobbies Experience seekers: Get satisfaction from the idea of visiting this These are sometimes done as part of front-end evaluation , but particular site findings are often left unpublished or deemed ‘ungeneralizable’ Spiritual pilgrims: Seek a contemplative and/or restorative experiences 11 12
Research Questions Science Center Visitors' Understanding of 1.To what extent do visitors feel knowledgeable about renewable energy, including solar energy? Renewable Energy 2.To what extent to visitors understand how solar (photovoltaic) panels work? 3.To what extent do visitors see solar energy as a viable alternative to traditional energy sources (fossil fuels) and what rationale do they use to support their decision? So why THESE questions? 13 14 Methodology Phase 1. Visitor interviews at the Great Lakes Science Center The Science Center became involved in a project advocating Phases 2 and 3. Online survey. the use of wind energy in northern Open and closed ended questions, informed by Phase 1 Ohio. They received funding to install a wind turbine and create 2 populations: Science Center members (N=441) & local exhibits related to this technology. teachers (N=125) The turbine was installed in May 2006. 88% white; 87% with college degrees or higher; 70% In June 2007, a solar portico was installed. The science center was ages 36-55 interested in knowing how visitors would react to these efforts. What were visitor attitudes toward renewable energy? What did they know? Did they think renewable energy had a place in Northern Ohio? 15 16
‘How would you describe your ‘How much do you feel you know understanding of how we get electricity about energy issues and from each of these sources?’ problems?’ 0 2.5 5.0 Respondents were The results for this study resembled Wind energy 3.95 Practically nothing asked to rate their those reported by NEETF (2002) in 13% knowledge on a A lot Solar energy 4.03 their study of over 1500 adults. Only a little 10% scale of 1 (low) to 5 32% (high). Hydroelectric energy 3.69 The NEETF report suggested that adults overestimate their Results suggest Geothermal energy 3.32 higher comfort understanding of basic energy Nuclear energy 3.67 levels with wind and A fair amount concepts, as participants scored 45% solar energy. Bio-fuels and bio-diesel 3.17 poorly on a test of energy knowledge. Hydrogen fuel cells [Only members were 2.86 asked this question; N=441] Knowledge Rating 17 18 ‘What comes to mind when you ‘Is Cleveland a think of solar energy?’ good place to probably not 28% generate energy Frequency Category Description definitely not (N=566) 4% Examples panels, houses, road signs, calculators, yard lighting, spacecraft 41% not sure from the sun?’ 3% Cost expensive, money-saving in long-term 19% Brief description or energy from the sun’, ‘converting the sun’s energy to 16% definition generate electricity’ definitely 12% ‘sun rays beat down on solar panels and transfers it into Explanation 16% energy’ Local feasibility why it might or might not work in Cleveland 14% Locale or climate good for certain places, used on rooftops, in the Southwest 13% conditions General benefits ‘we need to explore this’, underutilized resource 13% Efficiency/reliability included both positive and negative comments 9% Environment benefits to environment, concerns over materials needed 5% possibly 53% Political issues incentives or obstacles to using more solar energy 3% 19 20
‘Is Cleveland a good place to generate energy from the sun?’ evidence-based responses (73%) It's cloudy in Cleveland a lot of the time, so generating solar energy may not be worthwhile. 23.1% The days are too short in Cleveland during the winters, so generating solar energy in this area 6.3% may not be worthwhile. 27.1% I'm not sure how much sunlight is really needed to make generating energy worthwhile. Using the sun as an energy source is just not cost-effective compared to the traditional energy 2.7% sources we use now. Cleveland You don't need a lot of sun to generate energy, so Cleveland is as good a place as any. 3.4% 10.3% There's enough sun in Cleveland to make solar energy a good alternative. need-based responses (23%) We need to explore alternatives to traditional energy sources to better care for the 15.6% environment. We need to explore alternatives to traditional energy sources to reduce our dependence on 6.9% foreign oil. 21 22 ‘How are solar panels, like the one Findings: shown here, able to harness the sun’s Misconceptions related to energy?’ solar panels Only 14% of respondents were able to give a complete or at This image accompanied the least partial explanation of how a solar panel/cell worked (e.g. survey question. converting light energy into electricity). 550 people responded to this open ended question This increases to 21% if explanations that describe ‘the energy from the sun’ being converted to electricity are included. Several misconceptions regarding the function of solar panels also emerged. video 23 24
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