Learning Perspectives Copernicus Science Centre Porto, June 13, 2017

Learning perspective: what we see in research data? Experience of self – efficacy Experience of contemplation Experience of transfer effects Experience of an experimental attitude if so: What is a good exhibit?

Experience of Self - efficacy Self – efficacy Case: CanSat Competition Final Experience of Self - efficacy

CanSat competition finalists CanSat: education program within a cooperation with ESA CanSat minisatelites Research participants: 49 high school students: 42 boys; 6 girls (N=49) Age: 13 – 19 from teams qualified to the CanSat competition final CanSat competition finalists Doświadczenie, które ma opierać się na procesie. Tools: Self – efficacy Questionnaire Self – competence Questionnaire

Experience of self – efficacy Case of an educational program: CanSat Competition Final Low results

Experience of self – efficacy Case of an educational program: CanSat Competition Final Conclusions: Self – efficacy remains at the same level within CanSat competition finalists group regardless failures. It is stable in time and resistant to stress factor. Self – comptence level rises after experiencing a failure. The failure can motivate individualls to improve their constuction.

Experience of self – efficacy Self – efficacy Research. CanSat Competition Final Conclusions: Self – efficacy remains at the same level within CanSat competition finalists group regardless failures. It is stable in time and resistant to stress factor. Self – comptence level rises after experiencing a failure. The failure can motivate individualls to improve their constuction.

Experience of contemplation Overvalued activism? Experience of contemplation

Activities at exhibits vs. Science Capital Research information Participants: 152 school students: 74 boys; 74 girls (N=152) Age: 12 – 13 From 21 primary schools which booked the visit in CSC Tools: Science Capital Questionnaire Exploratory Behaviour Scale Interviews with selected students and teachers Observations

Experience of contemplation and experimental attitude: activities at exhibits Conclusions: Contact with nearly ¼ of exhibits was based on observing how others interact with the object The highest level of exploratory behavior – experimenting was reached by 9,5 % of CSC young visitors

Experience of contemplation and experimental attitude: time of interaction with an exhibit vs. Science Capital Average time of interaction with an exhibit (scaled values) Science capital of visitors N=152 (scaled values) Students with high Science capital level and short time of interaction with an exhibit Students with low Science capital level and short time of interaction with an exhibit Students with long time of interaction with an exhibit Conclusions: Students with low Science Capital tend to spend less time on interaction with the exhibit than students with higher Science Capital level * Data prepared by students of the Warsaw University of Technology

Experience of transfer effects Children Visiting Copernicus Science Centre. The Role of Multiple Visits by SWPS University of Social Sciences and Humanities

Experience of transfer effects – research description Participants: 16 children: 4 boys, 12 girls (N=16) Age: 5 – 9 years old 16 parents: 5 fathers, 11 mothers Methodology: 5 week-to-week visits in CSC (max. 3 hours) of a group of children accompanied by a researcher and an animator Interviews with children and their parents/guardians: Before each visit After each visit One month after the last visit

Experience of transfer effects: kids and exhibitions CHANGE OF VISITING PATTERNS – EXHIBITS OBSERVED Exhibits observed – 259 on average during 5 visits Change of average exhibits observed from visit to visit:

Experience of transfer effects: case of young children Follow-up interviews (after a month from the last visit to CSC): Parents positively assessed how their children liked visiting CSC (mean=4,8 on a 1-5 scale) Children talked about visiting CSC very often (mean=4,75, where 1=never, 5=very often) Changes in children’s behaviour reported by parents: Raising curiosity (asking more questions, asking how things work, doing experiments); Raising knowledge (new vocabulary); Changing attitude (raising self-confidence); Biggest changes were observed with children that had never attended before any museums or science centres.

What is a good exhibit? What is a good exhibit?

What is a good exhibit? There are many kinds of criteria describing a good exhibit including: The time spent by the visitors by the exhibit Popularity - the amount of people it attracts; the amount of returns to the exhibit Attractiveness – number of interactions with the exhibit Success in attracting its designed target group

What is a good exhibit? The amount of time spent by the exhibit The length of interactions with the exhibit Amount of interactions Median of the interaction time Experimenting N=152 [% of interactions] Human and the Environment Roots of Civilisation New „On the Move” Sail or Sink Lightzone Conclusions: The New „On the move” exhibition, designed according to new standards, tends to cause more experimenting activities

What is a good exhibit? Popularity and attractiveness vs. gender Attractiveness and popularity vs. gender of the students Median of the interaction time [min] Visitors’ gender N=152 [% of boys] Amount of interactions Human and the Environment Roots of Civilisation New „On the Move” Sail or Sink Lightzone

THANK YOU  Ilona & Team