New York Hall of Science

As museums and science centers work to reach broad and diverse public audiences, staff face challenges in aligning learner-centered educational approaches with the needs and motivations of audiences with varying identities and agendas. This article synthesizes several years of practitioner-driven work, in which science center staff revised an engineering design exhibition in response to visitor feedback and observations in practice. Analyses examine practitioners’ perspectives about the unanticipated challenges within the original design of the exhibition, and the ways in which museum staff updated their expectations and pedagogical strategies. Analyses are grounded in two theoretical models: (1) Falk’s Museum Visitor Experience Model, which describes how people use museum visits to affirm specific aspects of their identities; and (2) Dawson’s Access and Equity Framework, which describes structural forms of inaccessibility and exclusion that become embedded within museum spaces. These frameworks are used to examine the systemic changes that staff made to multiple facets of the visitor experience, including signage, framing and facilitation of activities, curation and preparation of materials, and the design of adjacent exhibits. This ever-expanding process was a necessary investment to realize the exhibition’s original intention of building on visitors’ existing knowledge, identities, and lived experiences.

The ¿Dónde Vive la Ciencia en su Comunidad? (where does science live in your community?) photovoice project is a community-based participatory research project that investigates the presence and influence of science within local environments. In collaboration with researchers, science, technology, engineering, mathematics (STEM) educators, and community members from the Latine community in Corona, Queens, the project investigated where science is found in our communities. Community researchers used photography to document their surroundings and identified key themes related to the role of science through technology, community health, safety, and wellness. The photovoice method elevated social justice issues through critical dialog, creating opportunities for change through collective action. Among the critical issues discussed were urban planning, specifically the impacts of gentrification on the local community and the possibilities that greening offered as a site of agency, multigenerational learning, and resistance through ways of knowing. Community researchers examined the dual nature of STEM as both a tool of control and a means for justice, interrogating whose voices and experiences are prioritized in decision-making processes. Establishing shared green spaces emerged as an act of epistemic disobedience and resistance for sustaining community health and cultural identity. The project highlights how collaborative, community-led initiatives promote the reclamation of political power through collective action and disrupt colonizing forces, offering actionable recommendations for policy, research, and practice to guide justice-oriented change.

How do organizations react to stakeholder disapproval of a category to which they belong? In this paper, we draw on the categorization, stigma, and identity literatures in building a theory to predict whether firms that are involved in stigmatized activities will choose to reduce or terminate their involvement in them, as opposed to resorting to less drastic measures such as defensive practice adoption or impression management techniques. Conceptualizing groups of organizations involved in such contentious practices as stigmatized categories in the eyes of an audience, we argue that organizational responses rest on three elements: (1) the intensity of stigma targeting the category, (2) the media exposure of the category, and (3) the extent to which an organization is a member of the category. A quantitative study of proposed new nuclear reactor units in the United States between 1970 and 2000, in the face of mounting opposition to atomic power, provides empirical support for our claims.

In museum settings, caregivers support children's learning as they explore and interact with exhibits. Museums have developed exhibit design and facilitation strategies for promoting families' exploration and inquiry, but these strategies have rarely been contrasted. The goal of the current study was to investigate how prompts offered through staff facilitation vs. labels printed on exhibit components affected how family groups explored a circuit blocks exhibit, particularly whether children set and worked toward their own goals, and how caregivers were involved in children's play. We compared whether children, their caregivers, or both set goals as they played together, and the actions they each took to connect the circuits. We found little difference in how families set goals between the two conditions, but did find significant differences in caregivers' actions, with caregivers in the facilitation condition making fewer actions to connect circuits while using the exhibit, compared to caregivers in the exhibit labels condition. The findings suggest that facilitated and written prompts shape the quality of caregiver-child interactions in distinct ways.

Consuming 5 or more cups of fruits and vegetables (F & V) per day or 400 g/day for adults is advocated by most health authorities and has short-term and long-term health benefits. There have been numerous studies examining dietary behaviors among different US populations; however, the literature on F & V consumption behavior among Asian Americans (AAs) is sparse. AAs constitute a diverse group and as their population continues to grow in the US; there is a greater need to examine the health practices of AAs and their constituent subgroups. The study aimed to conduct a thematic analysis based on a scoping review of the peer-reviewed published literature over the past 15 years targeting F & V consumption among AAs. The thematic analysis was organized around the prevalence, consequences, determinants, and interventions (n = 33). AAs consuming recommended servings of F & V ranged from 0.5% to 20%. Correlations between the consumption of F & V and Body Mass Index (BMI) and other chronic diseases were reported as negative and significant associations were noted between F & V intake and self-reported health. There was only 1 intervention that was conducted with this behavior in only 1 small subgroup of this target population. There is an urgent need to study F & V consumption behavior among different AA subgroups as well as to design culturally appropriate theory-based efficacious F & V promotion interventions for them.

Play is critical for children’s learning, but there is significant disagreement over whether and how parents should guide children’s play. In an observational study of parent-child interaction and children’s learning, parents and 4- to 7-year-old children in the U.S. (N = 111 dyads) played together at an interactive electric circuit exhibit in a children’s museum. We examined how parents and children set and accomplished goals while playing with the exhibit. Children then participated in a set of challenges that involved completing increasingly difficult circuits. Children whose parents set goals for their interactions showed less engagement with the challenge task (choosing to attempt fewer challenges), and children whose parents were more active in completing the circuits while families played with the exhibit subsequently completed fewer challenges on their own. We discuss these results in light of broader findings on the role of parent-child interaction in museum settings.

The projects in this interactive poster symposium explore ways of engaging learners with social justice issues through the design and study of data literacy interventions. These interventions span classroom to museum contexts, and environmental to social sciences domains. Together, they illustrate research and practice approaches for engaging learners with data to promote emancipatory activity.

This paper presents findings from a year-long after-school program that engages youth from local communities in computational making and community problem solving. Our goal is to understand how self-directed computational making activities contribute to shifts in students' self-efficacy and perception of themselves as people who can pursue careers in STEM. During the first, skill-building semester, our preliminary findings suggest that when youth have the opportunity to work through self-directed projects, they engage in a variety of strategies to set goals and work through challenges. We believe that this work contributes to a growing field-wide understanding of novice designers' problem scoping practices and their nuanced perceptions of challenge.

More than 10 years ago, our team—consisting of instructional designers, game developers, science education experts, and researchers—began work on a set of four digital science games and instructional materials for middle-school educators. Collectively called Possible Worlds, with funding from the US Department of Education’s Institute of Education Sciences (Award # R305C080022), and later the National Science Foundation (DRL-1252382), we were motivated by the desire to provide teachers with engaging and easy-to-use resources to help students overcome persistent science misconceptions and gain a deeper understanding of abstract science concepts that can be difficult to visualize. For example, students often struggle to understand the concept that a solid material like plant matter can be made from a liquid (water) and a gas (carbon dioxide). Students (and adults) who cannot imagine processes that take place at the molecular level are likely to hold the misconception that plants “eat” a solid material such as soil and transform that into plant matter, another solid material.