Pedagogically Relevant Concepts in the Design of Hands-on Interactive Science Centre Exhibits Thomas Hillman PI Lab (Promo...
Research Focus <ul><ul><li>Much research has been conducted on the use of designed objects in pedagogical settings, partic...
My Background <ul><li>Industrial designer & doctoral student in Education (psychopedagogy). </li></ul><ul><li>Things I hav...
Conceptual Framework The  Contextual Model of Learning The  Pedagogical Triangle Falk & Dierking, 2000 Anderson & Garrison...
Setting <ul><li>Three exhibitions at  Montreal Science Centre : </li></ul><ul><ul><li>Eureka!  - Permanent. </li></ul></ul...
Methodology <ul><li>Collection : </li></ul><ul><ul><li>Initial visit / orientation, floor plans. </li></ul></ul><ul><ul><l...
Findings <ul><li>Three top level categories: </li></ul><ul><ul><li>Object  ( Content )  sub-categories. </li></ul></ul><ul...
<ul><li>Content Delivery Mode: </li></ul><ul><ul><li>Audio, Tactile, Olfactory, Visual, Image (Still, Moving), Text. </li>...
<ul><li>Content Delivery Mode: </li></ul><ul><ul><li>Audio,  Tactile , Olfactory, Visual, Image (Still, Moving),  Text . <...
<ul><li>Visitor Senses Implicated: </li></ul><ul><ul><li>Vision, Hearing, Touch, Smell, Balance. </li></ul></ul><ul><li>Ne...
<ul><li>Visitor Senses Implicated: </li></ul><ul><ul><li>Vision , Hearing,  Touch , Smell, Balance. </li></ul></ul><ul><li...
<ul><li>Task Activity: </li></ul><ul><ul><li>Question/Answer, Exploration, Investigation, Observation. </li></ul></ul><ul>...
<ul><li>Task Activity: </li></ul><ul><ul><li>Question/Answer,  Exploration , Investigation, Observation. </li></ul></ul><u...
Contributions <ul><li>Structure of categories and concepts: </li></ul><ul><ul><li>Helps show what physically exists in han...
Limitations & Directions <ul><li>Limitations </li></ul><ul><ul><li>Physical context : </li></ul></ul><ul><ul><ul><li>Only ...
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Pedagogically Relevant Concepts in the Design of Hands-on Interactive Science Centre Exhibits

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  • This is why I recognize the need... I want to know how hands-on interactive exhibits shape visitors learning experiences...
  • Staff gave floor plans – supportive Thematic groupings &amp; coding structure Acted like a visitor at first Montreal Science Centre , Canadian Museum of Nature , Canada Science and Technology Museum.
  • Audio, Tactile, Olfactory, Moving Images, Text, Still Images Demonstration, Analogy Constrained, Open: multiple sided, Open: multiple users Static, Mechanical, Analogue, Digital Soft, Electronic, Mechanical, Direct Manipulation Attracting Power = Sandifer
  • Audio, Tactile, Olfactory, Moving Images, Text, Still Images Demonstration, Analogy Constrained, Open: multiple sided, Open: multiple users Static, Mechanical, Analogue, Digital Soft, Electronic, Mechanical, Direct Manipulation Attracting Power = Sandifer
  • Vision, Hearing, Touch, Smell, Balance Single, Plural: Cooperative, Plural: Competitive ADA, US, Ontario comming
  • Vision, Hearing, Touch, Smell, Balance Single, Plural: Cooperative, Plural: Competitive ADA, US, Ontario comming
  • Q/A, Exploration, Investigation, Observation Open, Pre-defined: single, Pre-defined: multiple Open, Pre-defined: single, Pre-defined: multiple Attention holding = Sandifer
  • Q/A, Exploration, Investigation, Observation Open, Pre-defined: single, Pre-defined: multiple Open, Pre-defined: single, Pre-defined: multiple Attention holding = Sandifer
  • Pedagogically Relevant Concepts in the Design of Hands-on Interactive Science Centre Exhibits

    1. 1. Pedagogically Relevant Concepts in the Design of Hands-on Interactive Science Centre Exhibits Thomas Hillman PI Lab (Promoting Inquiry) Faculty of Education
    2. 2. Research Focus <ul><ul><li>Much research has been conducted on the use of designed objects in pedagogical settings, particularly in museums. </li></ul></ul><ul><ul><li>(e.g. Falk et al., 1985; Miles and Tout, 1991; Stevenson, 1991; Tulley and Lucas, 1991; Persson, 1996; Goldowsky, 2002; Allen, 2004…) </li></ul></ul><ul><ul><li>But the practice of designing such objects still relies largely on the anecdotal experience of designers. </li></ul></ul><ul><ul><li>How can objects be designed with pedagogical purpose to foster meaning making? </li></ul></ul><ul><ul><li>How can we help transfer of research knowledge to design practice? </li></ul></ul><ul><li>Research questions for this study: </li></ul><ul><ul><li>What concepts and categories emerge from an analysis of the physical context of hands-on interactive exhibits from a pedagogical perspective? </li></ul></ul><ul><ul><ul><li>What emerges from the physical context ? </li></ul></ul></ul><ul><ul><ul><li>How does what emerges relate to a pedagogical perspective ? </li></ul></ul></ul>
    3. 3. My Background <ul><li>Industrial designer & doctoral student in Education (psychopedagogy). </li></ul><ul><li>Things I have designed: </li></ul><ul><ul><li>Telephones, Toys, Furniture, Sports Equipment, Classroom Media, Power-Tools, Shoes... </li></ul></ul><ul><ul><li>Museum exhibitions for: </li></ul></ul><ul><ul><ul><li>Canada Science and Technology Museum , Canadian Museum of Nature , Canadian Museum of Civilization , Smithsonian Museum of the American Indian , Science Centre of Iowa … </li></ul></ul></ul><ul><li>Focus on the design of objects and environments with pedagogical purpose. </li></ul>
    4. 4. Conceptual Framework The Contextual Model of Learning The Pedagogical Triangle Falk & Dierking, 2000 Anderson & Garrison, 1998
    5. 5. Setting <ul><li>Three exhibitions at Montreal Science Centre : </li></ul><ul><ul><li>Eureka! - Permanent. </li></ul></ul><ul><ul><ul><li>Sciences theme. </li></ul></ul></ul><ul><ul><li>X-Treme Rotation - Temporary. </li></ul></ul><ul><ul><ul><li>Rotation theme. </li></ul></ul></ul><ul><ul><li>Technocity - Permanent. </li></ul></ul><ul><ul><ul><li>Technology theme. </li></ul></ul></ul>
    6. 6. Methodology <ul><li>Collection : </li></ul><ul><ul><li>Initial visit / orientation, floor plans. </li></ul></ul><ul><ul><li>All possible avenues of exhibits experienced. </li></ul></ul><ul><ul><li>Written descriptions and photographs (Exhibition -> Thematic Group -> Exhibit) . </li></ul></ul><ul><li>Analysis: </li></ul><ul><ul><li>Grounded Theory (Strauss & Corbin, 1990) . </li></ul></ul><ul><ul><li>Concepts identified from each exhibit and exhibition. Master list compiled. </li></ul></ul><ul><ul><li>Each category and concept was related to the Pedagogical Triangle. </li></ul></ul><ul><li>Validity: </li></ul><ul><ul><li>“ The primary measure of validity in any interpretative study is the attention given to the immediate, local meanings of actors” (Erickson, 1986) . </li></ul></ul><ul><ul><li>3 senior exhibition staff at different museums reviewed the process & findings. </li></ul></ul>
    7. 7. Findings <ul><li>Three top level categories: </li></ul><ul><ul><li>Object ( Content ) sub-categories. </li></ul></ul><ul><ul><li>Visitor ( Learner ) sub-categories. </li></ul></ul><ul><ul><li>Object-Visitor ( Content-Learner ) Interaction sub-categories. </li></ul></ul>
    8. 8. <ul><li>Content Delivery Mode: </li></ul><ul><ul><li>Audio, Tactile, Olfactory, Visual, Image (Still, Moving), Text. </li></ul></ul><ul><li>Content Representation: </li></ul><ul><ul><li>Demonstration, Analogy. </li></ul></ul><ul><li>Physical Access to Interface: </li></ul><ul><ul><li>Constrained, Open (Multiple Users, Multiple Sides) </li></ul></ul><ul><li>Physical Mechanics of Exhibit: </li></ul><ul><ul><li>Static, Dynamic (Mechanical, Analogue Electronic, Digital). </li></ul></ul><ul><li>Physical Interface of Exhibit: </li></ul><ul><ul><li>Soft, Hard (Electronic Control, Mechanical Control, Direct Manipulation). </li></ul></ul>Object Categories
    9. 9. <ul><li>Content Delivery Mode: </li></ul><ul><ul><li>Audio, Tactile , Olfactory, Visual, Image (Still, Moving), Text . </li></ul></ul><ul><li>Content Representation: </li></ul><ul><ul><li>Demonstration , Analogy. </li></ul></ul><ul><li>Physical Access to Interface: </li></ul><ul><ul><li>Constrained, Open (Multiple Users, Multiple Sides) </li></ul></ul><ul><li>Physical Mechanics of Exhibit: </li></ul><ul><ul><li>Static, Dynamic ( Mechanical , Analogue Electronic, Digital). </li></ul></ul><ul><li>Physical Interface of Exhibit: </li></ul><ul><ul><li>Soft, Hard (Electronic Control, Mechanical Control, Direct Manipulation ). </li></ul></ul>Object Categories - Example
    10. 10. <ul><li>Visitor Senses Implicated: </li></ul><ul><ul><li>Vision, Hearing, Touch, Smell, Balance. </li></ul></ul><ul><li>Necessary Visitor Numbers: </li></ul><ul><ul><li>Single, Plural (Co-operative, Competitive). </li></ul></ul>Visitor Categories
    11. 11. <ul><li>Visitor Senses Implicated: </li></ul><ul><ul><li>Vision , Hearing, Touch , Smell, Balance. </li></ul></ul><ul><li>Necessary Visitor Numbers: </li></ul><ul><ul><li>Single , Plural (Co-operative, Competitive). </li></ul></ul>Visitor Categories - Example
    12. 12. <ul><li>Task Activity: </li></ul><ul><ul><li>Question/Answer, Exploration, Investigation, Observation. </li></ul></ul><ul><li>Task Path: </li></ul><ul><ul><li>Open, Pre-defined (Single, Multiple). </li></ul></ul><ul><li>Task Outcome: </li></ul><ul><ul><li>Open, Pre-defined (Single, Multiple). </li></ul></ul>Object-Visitor Interaction Categories
    13. 13. <ul><li>Task Activity: </li></ul><ul><ul><li>Question/Answer, Exploration , Investigation, Observation. </li></ul></ul><ul><li>Task Path: </li></ul><ul><ul><li>Open , Pre-defined (Single, Multiple). </li></ul></ul><ul><li>Task Outcome: </li></ul><ul><ul><li>Open , Pre-defined (Single, Multiple). </li></ul></ul>Object-Visitor Interaction Categories - Example
    14. 14. Contributions <ul><li>Structure of categories and concepts: </li></ul><ul><ul><li>Helps show what physically exists in hands-on interactive exhibits in relation to a pedagogical perspective. </li></ul></ul><ul><ul><li>Helps situate other research findings. </li></ul></ul><ul><ul><li>Helps transfer of research findings to the practice of exhibition design. </li></ul></ul><ul><ul><li>Informs exhibition designers. </li></ul></ul><ul><li>Conceptual framework: </li></ul><ul><ul><li>Provides a basis for research on informal learning situations, particularly their physical natures. </li></ul></ul>
    15. 15. Limitations & Directions <ul><li>Limitations </li></ul><ul><ul><li>Physical context : </li></ul></ul><ul><ul><ul><li>Only insights visible from the physical context could be identified. </li></ul></ul></ul><ul><ul><li>Setting: </li></ul></ul><ul><ul><ul><li>Only those characteristics present within the three exhibitions at Montreal Science Centre were available. </li></ul></ul></ul><ul><li>Directions </li></ul><ul><ul><li>Now working with classroom artifacts: </li></ul></ul><ul><ul><ul><li>Manipulatives, thinking tools, etc… </li></ul></ul></ul><ul><ul><ul><li>Investigating physical characteristics that lead students’ to misconceptions either immediately or when concepts are scaffolded upon. </li></ul></ul></ul>
    16. 16. Thank you!

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