Examining Folk Pedagogies of Science Exhibit Designers

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Examining Folk Pedagogies of Science Exhibit Designers

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dc.contributor.advisor Nesbitt, Elizabeth en_US
dc.contributor.author Kehl, Winifred en_US
dc.date.accessioned 2012-09-13T17:25:16Z
dc.date.available 2012-09-13T17:25:16Z
dc.date.issued 2012-09-13
dc.date.submitted 2012 en_US
dc.identifier.other Kehl_washington_0250O_10378.pdf en_US
dc.identifier.uri http://hdl.handle.net/1773/20594
dc.description Thesis (Master's)--University of Washington, 2012 en_US
dc.description.abstract Science museum exhibits have the potential to positively impact science education, scientific literacy, public engagement with science and interest in the STEM fields. The personal exhibit design philosophies or "lay theories" of science exhibit designers impact how science exhibits are designed and, ultimately, what visitors gain from experiences them. In order to investigate the impact of science exhibit designers' lay theories on science exhibit design, the self-reported practices of seven science exhibit designers are mapped onto best practices from the National Association for Museum Exhibition and cognitive science research summarized by the National Research Council. The results suggest that a more rigorous investigation of what resources science exhibit designers use and how they use them as well as the mitigating effects of institutional management may be important to understanding what research informs science exhibit design. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.subject design; exhibits; museology; public engagement with science; science; scientific literacy en_US
dc.subject.other Museum studies en_US
dc.subject.other Museology en_US
dc.title Examining Folk Pedagogies of Science Exhibit Designers en_US
dc.type Thesis en_US
dc.embargo.terms No embargo en_US


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