Giant screen film and science learning in museums

May 11th, 2012 | RESEARCH

The authors review the giant screen (GS) film literature to determine if the form has unique attributes that contribute to science learning. They find that four attributes are claimed to contribute to higher learning outcomes: the sense of immersion by reducing peripheral views to a minimum; first person perspective contributing to the sense of presence in the film; narrative structure; and sensory stimulation of mirror neurons that promote kinesthetic learning. They demonstrate that most claims are without support in empirical research but uncover some recent results that give reason to believe these claims may be supportable. The authors conclude with a recommendation for a research agenda to support these claims as necessary, in order to defend the high production cost of GS film over conventional film.

Document

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Team Members

John Fraser, Author, New Knowledge Organization
Joe E Heimlich, Author, Institute for Learning Innovation
John Jacobsen, Author, White Oak Institute
Victor Yocco, Author, Institute for Learning Innovation
Jessica Sickler, Author, Institute for Learning Innovation
Jim Kisiel, Author, Institute for Learning Innovation
Mary Nucci, Author, The State University of New Jersey
Lance Jones, Author, Ringling College of Art and Design
Jeanie Stahl, Author, White Oak Institute

Citation

Identifier Type: DOI
Identifier: 10.1080/09647775.2012.674322

Publication: Museum Management and Curatorship
Volume: 27
Number: 2
Page(s): 2012

Related URLs

http://www.tandfonline.com/doi/abs/10.1080/09647775.2012.674322#

Tags

Audience: Educators | Teachers | General Public | Museum | ISE Professionals | Scientists
Discipline: Education and learning science | General STEM | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Films and IMAX | Media and Technology