Research: Researching the Value of Educator Actions for Learning (REVEAL)

October 1st, 2013 - September 30th, 2016 | PROJECT

This three-year research project will study the impact of science center staff facilitation strategies in the area of mathematics learning in a museum exhibit environment. The three main deliverables are: (1) Iteratively developing and refining a theoretical model of how staff facilitation can deepen and extend family mathematical discourse at interactive exhibits; (2) Rigorously testing key components of this model, including the relationship between staff facilitation and the nature of family mathematical discourse; and (3) Providing evidence and research-based tools to support PD efforts for informal STEM educators. The project will leverage the success of the NSF-funded Access Algebra project (DRL-0714634) to advance the field's understanding of socially mediated, informal math learning and identify effective, evidence-based facilitation approaches. The project's research will build from theoretical notion of sociomathematical norms (Yackel & Cobb, 1996), which is currently based on classroom research. A key element of the project will be to determine whether and how, the norms can be applied to informal learning environments. The first phase of the project begins with a qualitative, design-based research (DBR) study to develop a theoretical model of staff-facilitated family math learning, including staff facilitation strategies that support family mathematical discourse and contextual factors that influence that discourse. In the second phase of the project, the team will use an experimental approach to rigorously test the staff facilitation model developed during Phase 1. This mixed-method design will allow the team to both study the complexities of informal math learning and rigorously test causal connections between staff facilitation and the level of family math discourse. Finally, the project staff will provide tools to support PD efforts for informal STEM educators across the country.

Project Website(s)

(no project website provided)

Project Products

2014 Poster - Researching the Value of Educator Actions on Learning (REVEAL)
2016 Poster - REVEAL: Researching the Value of Educator Actions on Learning
REVEALing Findings from the Field: Experiences Developing and Implementing a Staff Facilitation Model at Two Science Centers
REVEAL - Responsive Museum Facilitation: A Video-Based Reflection Guide for Engaging with Families at Interactive Exhibits
REVEAL - Adelanti Mujeres + OMSI: Learning with Community Partners
REVEAL Culturally Responsive Research Framework
REVEAL Culturally Responsive Research Resources
Staff Facilitation that Supports Family Learning at Exhibits
REVEAL: Process Evaluation Report on Culturally Responsive Research
A Design-Based Research Study of Staff-Facilitated Family Learning at Interactive Math Exhibits
Emergent Activity Frames in Facilitated Family Interactions at Math Exhibits
The Impact of Facilitation by Museum Educators on Family Learning at Interactive Math Exhibits: A Quasi-Experimental Study
Experimental and Quasi-Experimental Designs in Visitor Studies: A Critical Reflection on Three Projects
Facilitating Family Learning in Museums: Re-thinking Our Assumptions and Approaches

Team Members

Marcie Benne, Principal Investigator, Oregon Museum of Science and Industry
Andee Rubin, Co-Principal Investigator, TERC
Scott Pattison, Co-Principal Investigator, Oregon Museum of Science and Industry
Lynn Dierking, Co-Principal Investigator, Oregon State University
Cecilia Garibay, Evaluator, Garibay Group
Laura Huerta Migus, Contributor, Association of Children's Museums


Funding Source: NSF
Funding Program: ISE/AISL
Award Number: 1321666
Funding Amount: 790066


Audience: Evaluators | Families | Museum | ISE Professionals
Discipline: Education and learning science | Mathematics
Resource Type: Project Descriptions
Environment Type: Exhibitions | Museum and Science Center Exhibits