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Hi Wendy,
Two messages from me today!
The 2001 science show that was the focus of most of my evaluation was also on the theme of sound. I conducted a small longitudinal study that found that parts of the show were clearly memorable 2 years later and that learning had occurred.
I would have to dig back into the results but you seem to have identified the main the main factors that influence the 'memorability' of a demonstration. catering for a range of personality/interest/learning styles was also important as was connecting with prior learning/experience. Strangely, the use of multimedia seemed to make the least impression. General audience interaction, rather than just using a few volunteers, seemed to be important.
One aspect that you didn't mention was the use of STORIES. They seemed to greatly enhance the impact of a demonstration/show.
Regards,
Terry
___________________________________
T.W. Burns BE, JP
School of Mathematical & Physical Sciences
University of Newcastle NSW 2308 Australia
PHONE: 61-2-4921 5434 FAX: 61-2-4921 6907
E-MAIL: [log in to unmask]
WEB: www.newcastle.edu.au/smart
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ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related institutions.
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Dear all,
Apologies for cross posting…
Does anyone have any feelings (or know of any research) about the type
of demos done in a science show, and how memorable they are? Tricky
thing to assess I know, although I’m sure we all have a gut feeling for
it…
I was thinking of some categories for example:
1. VOLUNTEERS - a demo using people as props (using volunteers)
2. WOW - demos which use ‘WOW’ equipment that people will not have
themselves at home
3. DO TRY THIS AT HOME - demos using everyday equipment from around the
home
4. ANALOGY or MODEL - analogies showing an electric circuit for example
using ping-pong balls
5. MULTI-MEDIA – log on and try it from your computer
6. SENSORY – taste, sound, touch, etc
I’m sure that a great science show has all these elements in it, but has
there ever been any literature that looks into the specific types of
demonstrating science when compared to the impact the show has on the
audience short or long term?
If you have any thoughts or have ever seen any previous research on
this, I’d really like to hear from you. I guess there may be some
literature on more formal teaching using equipment and props that could
be applied here? This is for a research project I am doing for the Open
University on science communication techniques, based on a Physics based
demo show I did across the UK in 2001-2.
Look forward to a lively discussion!
Wendy
www.science-made-simple.co.uk
Wendy Sadler
science made simple
2 Limeslade Close
Fairwater
Cardiff CF5 3BD
tel/fax: 029 2091 4813
mob: 07811 424531
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