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With all the talk about EV / ID - we have periodically motioned the bigger
issue which is building the ability to think scientifically and achieve that
great feeling of really understanding something.  In that case it may not
matter what the content is other than it involves good communication with
nature.  Thus I have long suspected that any good science investigation
contributes to lifelong science literacy and - and on the other side for
example - a bad physics learning experience that does not generate quality
cognitive engagement and personal understanding can be a significant
contributor to science illiteracy that can actually foster people who are
the problem when it comes to EV /ID and any other science understanding.

So my questions are:  What are some specific criteria for any exhibit that
seem to have the power to change a good exhibit into a great self learning
science experience for a visitor?  Perhaps the visitor walks away thinking
"Wow, I finally feel that I have the power to think in a way that I
understand more and it really made me feel good."   What are some specific
examples of these criteria in action?  What did you try that seemed great
for learning at the time - but that you would never do again?  What is the
balance between content and supporting personal reasoning to get it?  How
many of your exhibits have these criteria?

One example of a project we were doing is an astronomy program for teachers
in which we were exploring the Moon and then predicting phases etc.  In
order to help teachers understand the revolution and rotation of the Moon we
modified a great demonstration that we have seen in many places.  It
provided a very good explanation and was demonstrated in many ways including
using a model in which a teacher played the part of the Moon and rotated and
revolved around the instructor as the Earth.  Teachers drew models to
explain the concept.  We (and the teachers) asked questions that pushed to
make certain we all understood the concepts.   THEN --- The next day we
presented a simple problem in which the teachers needed to apply the
concepts.   Guess what?  - The entire class had a major struggle with many
teachers totally unable to apply what they "did not" learn the day before.
BUT - the first teacher who broke through with reasonable ideas was the
teacher who played the part of the Moon in the previous demonstration - and
she had a great big audible "Ah-Ha" as Dave Taylor would have said.   Now
this is not new news - but the big issue here is: What criteria should we
apply to change the outcome of the investigation?  I do not believe that a
better and more eloquent explanation from the teacher would have helped. The
follow up activity seemed to help but we were not able to test this.   What
are the criteria for getting cognitive engagement at it's highest level in
science centers?

One of the most interesting postings that still has me thinking was from
some time ago by Ian Russell that discussed explanatory and exploratory
behavior.  What are the essential criteria for getting the exploratory
behavior?

Bill Schmitt

-----Original Message-----
From: Informal Science Education Network
[mailto:[log in to unmask]]On Behalf Of Barbara Punt
Sent: Sunday, August 21, 2005 9:04 PM
To: [log in to unmask]
Subject: question


ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related
institutions.
****************************************************************************
*

While I applaud all the interesting discussion on evolution and intelligent
design, it seems that nobody writes about anything else anymore.  I used to
look forward to getting interesting commentary on a variety of subjects.
Does anyone else feel this way, or am I just being a wet blanket here?



Barbara



When in doubt...Punt!



  _____

From: Informal Science Education Network
[mailto:[log in to unmask]] On Behalf Of ISEN-ASTC-L automatic
digest system
Sent: Sunday, August 21, 2005 9:02 PM
To: [log in to unmask]
Subject: ISEN-ASTC-L Digest - 19 Aug 2005 to 21 Aug 2005 (#2005-205)






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