Abstract
Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6 primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported.
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Specializations: primary mathematics and science education, teaching strategies.
Specializations: science education, students' understandings of phenomena in science.
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Kerrison, A.R., Jones, B.L. Responses to an interactive science exhibit in a school setting. Research in Science Education 24, 201–207 (1994). https://doi.org/10.1007/BF02356345
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DOI: https://doi.org/10.1007/BF02356345