1. Learning Perspectives Copernicus Science Centre
Porto, June 13, 2017

2. 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?

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

4. 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

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

6. 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.

7. 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.

8. Experience of contemplation
Overvalued activism?
Experience of contemplation

9. 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

10. 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

11. 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

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

13. 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

14. 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:

15. 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.

16. What is a good exhibit?
What is a good exhibit?

17. 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

18. 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

19. 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

20. THANK YOU 
Ilona & Team