Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1216
Title: Learning With Multiple Visualizations in the Science Museum
Authors: Wang, Joyce
Yoon, Susan
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Wang, J. & Yoon, S. (2014). Learning With Multiple Visualizations in the Science Museum. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 94-101.
Abstract: Science museums are intentionally designed spaces that foster visitors' understanding of scientific knowledge. Increasingly, museums are adopting digital media and technologies in the exhibits both to modernize the experience and to increase visitors' interest, engagement, and learning. This study examines how three dynamic visualizations (digital augmentation, computer simulation, and animation) support visitors' knowledge of a commonly misunderstood scientific concept, Bernoulli's Principle. Data from interviews, surveys, and tests reveal that visitors' knowledge significantly increased after engagement with multiple visualizations. Both children and adults attributed their understanding to the affordance of multiple visualizations to accommodate a range of learning styles and to offer a diverse range of types and depth of knowledge. Based on these findings, we suggest that designing for multiple visualizations in museum exhibits is a positive approach to increasing visitors' understanding of scientific knowledge.
URI: https://doi.dx.org/10.22318/icls2014.94
https://repository.isls.org//handle/1/1216
Appears in Collections:ICLS2014

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