Measuring the Impact of Interactive Science Programs on Science Learning

May 1st, 2003 | RESEARCH

In this article, researchers for the University of North Carolina at Asheville describe findings from their study that assessed the impact of two interactive, hands-on, informal science-learning programs on elementary and middle school children's (1) general interest in science learning and (2) short-term science learning. They used a separate-sample pretest-posttest research design to evaluate the impact of two informal science-learning programs--a robotics program and an electricity program at the Health Adventure at Pack Place. The appendix of this report includes the survey, observation sheet, and parental consent form used in the study.

Document

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Team Members

Mark L. Harvey, Ph.D., Author, University of North Carolina at Asheville
Brandon Hudson, Author
Bri Tureff, Author

Citation

Identifier Type: ISSN
Identifier: 1064-5578

Publication: Visitor Studies Today!
Volume: 6
Number: 2
Page(s): 1

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Tags

Audience: Elementary School Children (6-10) | Evaluators | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | Engineering | Physics | Technology
Resource Type: IRB | Consent Form | Observation Protocol | Peer-reviewed article | Research and Evaluation Instruments | Research Products | Survey
Environment Type: Exhibitions | Museum and Science Center Exhibits | Museum and Science Center Programs | Public Programs