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Hi Dave,
A couple of points, I absolutely agree that field trips are worthwhile and beneficial experiences, and I'm glad the studies are in. That data is essential. I certainly loved going on field trips as a kid. Managing them as an adult is and was challenging but rewarding. I'm absolutely certain that advanced preparation, active participation, involvement of adults (teachers, museum staff, even the bus driver, etc) can dramatically affect and shape the experience. Counter findings would be remarkable. We know that.
The question of how much is enough, and is there a linear correspondence between amount enrichment and benefit, was the experimental question posed that intrigued me. Rat brain studies suggest that the biggest beneficial effects on brains happen between an empty environment and a middlingly enriched one. The neural differences between middling enrichment and super enrichment are not as great however, essentially indistinguishable. The study's assay mechanism was the amount of neural branching (dendritic development) and synaptic fuzz, the vital parts of brain development.
Now I don't know this with absolute certainty, but I'll bet that similar studies in other organisms show corresponding effects, and in humans at a neural-cognitive-social, meta-cognitive level, we say things like "use it or loose it," stay active and engaged, and this speaks to increasing the fuzz on our neurons (no pun intended). Museums are a way of doing that; they are accessible vehicles for exploration, inquiry, discovery and sharing. Counter findings would be remarkable.
We also know it is very, very difficult to measure human subjects. We are wretched model organisms. Even in relatively potentially controllable situations such as classrooms it comes down to a lot of variables and ultimately whether or not kids stick with it and flourish. We spend and have spent lots of time, energy, resources and investment, and get no absolutely clear cut, rock solid formula that everyone agrees on. We do know it's broadly about the teachers, kids, resources and support but specific relationships are vexingly difficult to determine. But we know it when it works.
We also know what doesn't work most of the time, and that's regimented standardized testing and teaching to the test.
A museum is an even less controllable environment. We should take a lesson from education.
C
On Oct 28, 2011, at 6:27 AM, Dave Ucko wrote:
> ISEN-ASTC-L is a service of the Association of Science-Technology Centers
> Incorporated, a worldwide network of science museums and related institutions.
> *****************************************************************************
>
> Charlie--
>
> There have been many studies on the impact of field trips, generally showing varying degrees of positive impact. You can find many references by searching this topic on www.informalcommons.org.
> The NRC Learning Science in Informal Environments report summarizes the findings (Box 5-1, pp. 132-135). Not surprisingly, impact is dependent on the extent of advance preparation, active participation in museum activities, involvement of teachers and chaperones, and reinforcement after the trip.
>
> Dave Ucko
> Museums + more
> [log in to unmask]
>
>
>> Date: Wed, 26 Oct 2011 22:57:06 -0700
>> From: Charles Carlson <[log in to unmask]>
>> Subject: Re: Declining attendance from school groups [SEC=UNCLASSIFIED]
>>
>> ISEN-ASTC-L is a service of the Association of Science-Technology Centers
>> Incorporated, a worldwide network of science museums and related institutions.
>> *****************************************************************************
>> Thinking about the topic briefly:
>>
>> I think we're all running an experiment, whether or not we know it. Very broadly, does a visit school field trip make a difference? It would be interesting to know the answer. But that's a really big study, and I don't know if the investment is commensurate with the potential return. While doing a video conference is an option, it a whole additional unknown.
>>
>> Studies with rats suggest that some enrichment is better than none, but once a threshold is reach more enrichment has significantly diminishing value. There was a great radiolab show about Zoos today. I particularly liked the zoo segment. http://www.radiolab.org/series/podcasts/ Apparently, it's not up yet.
>> C
>>
>> Charles Carlson
>> Senior Scientist
>> exploratorium
>> 3601 Lyon St.
>> San Francisco, CA 94123
>> [log in to unmask]
>> Tel: 415-561-0319
>> Fax: 415-561-0370
>>
>> Skype: sciskypecharlie
>> MobileMe: [log in to unmask]
>> Twitter: charliec53
>> http://blogs.exploratorium.edu/whyintercept/
>
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The opinions and thoughts expressed here are my own and should in no way be construed or attributed to the Exploratorium or related organization, and do not represent an institutional position.
Charles Carlson
Senior Scientist
exploratorium
3601 Lyon St.
San Francisco, CA 94123
[log in to unmask]
Tel: 415-561-0319
Fax: 415-561-0370
http://blogs.exploratorium.edu/whyintercept/
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Check out the latest case studies and reviews on ExhibitFiles at www.exhibitfiles.org.
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