Science World Roadshows: a Study of Effects in One Community
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SCIENCE WORLD ROADSHOWS: A STUDY OF EFFECTS IN ONE COMMUNITY by ALLISA JANET RITCHIE B.Sc, The University of British Columbia, 1985 Teacher's Certification, The University of British Columbia, 1986 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF EDUCATION (Department of Curriculum Studies) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April 1995 © Allisa Janet Ritchie, 1995 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department The University of British Columbia Vancouver, Canada DE-6 (2/88) Abstract This paper presents a review of the impact of SCIENCE WORLD'S travelling Roadshows program on one community. The Roadshows program is a non-formal science education program performed in school auditoriums for approximately 100 elementary students around British Columbia, Canada. In March, 1994 the Roadshows performed two Science Carnival Shows - a potpourri of fun science demonstrations for Kindergarten to Grade 3 students and one Arcs and Sparks show about electricity for Grade 4 to 7 students. The community in this study was a school in the Lower Mainland of British Columbia as well as the children, teachers, parents, administrators and surrounding libraries and toy stores. This study revealed that the Roadshows had a small impact on the community as a whole and a significant impact on several individuals. Through interviews of 12 Grade 5 students, their parents and teachers, it was found that discussion about the Roadshows continued over a 4 week period. Discussions took place between many different people in the study plus other family members not interviewed. Almost all of the comments about the Roadshows were positive. Students enjoyed the show and liked science more after the program. Many of them said they would "do more science" because of the Arcs and Sparks show and they said they knew more about science and learned a variety of specific things about electricity through the Roadshows presentation. They also learned about the dangers of electricity and three pieces of information about electricity which were taught in the show. Some parents felt that the program had a large impact on their sons or daughters. Parents saw changes in their children including an increase in self esteem, a new positive opinion of science, more discussion about science and interest in science fair projects on electricity. Most teachers felt the program was a positive experience for their students. iii This study shows that non-formal science education (sometimes referred to as informal science education) has its place in the world of science education. iv TABLE OF CONTENTS Abstract ii Table of Contents iv List of Tables vi List of Figures viii Acknowledgment ix Chapter One Introduction 1 1.1 Science World 2 1.2 Outreach 3 1.3 Roadshows 5 Chapter Two Literature Review 9 2.1 Outreach Program Goals 10 2.2 Outreach Program Themes 15 2.3 Outreach Program Formats 16 2.4 Outreach Program Feedback 25 2.5 Previous Roadshows Program Study 34 2.6 Science Education: Where Science Centres Fit 36 Chapter Three Methods 53 3.1 The Pilot Studies 54 3.2 The Study 56 3.3 Methods Analysis 64 3.4 Alternative Analysis Method 68 3.5 Qualitative Methodology Inspected 69 Chapter Four Findings 85 4.1 Students'Experience with Science 85 4.2 Students' Curiosity and Interest in Science 89 4.3 Students' Ideas About Science 91 4.4 Students' Ideas About Asking Science Questions 92 4.5 Discussions Stimulated by the Roadshows 93 4.6 Students'Thoughts About the Roadshows 102 4.7 Students'Memories of the Roadshows 104 V Chapter Five Discussion 108 5.1 Students' Previous Experience With Science 108 5.2 Students' Interest in Science 110 5.3 Students' Ideas about Science 115 5.4 Students'Science Questions 117 5.5 Communication About the Roadshows 118 5.6 Students' Thoughts About the Roadshows 129 5.7 Students'Memories and Learning 132 5.8 Summary of Impact on Each Student 145 5.9 Comparison Studies 174 5.10 Methodology Discussion 182 Chapter Six Conclusions 189 6.1 Summary of Findings and Conclusions 189 6.2 Recommendations for Future Studies 201 Epilogue 203 Bibliography 205 Appendix 1 211 1.1 Photographs of Equipment Figures 1-4 211 1.2 Survey of Museums 212 1.3 SCIENCE WORLD Evaluation Form 213 1.4 Centres Contacted 214 1.5 Sample Permission Form 216 Appendix 2 217 2.1 Study Questions 217 2.2 Pre-Roadshows Interview Questions 218 2.3 Drawing Sheet Sample 220 2.4 Post Roadshows Interview Questions 221 2.5 Sample Transcript 226 2.6 Questions Asked Teachers and Their Responses 244 2.7 Questions Asked Parents 247 Appendix 3 Results Tables 1-30 248 Appendix 4.0 4.1 Completed Science World Evaluation Form 278 4.2 Shows Demonstrations List 281 Appendix 5.0 Figures 5-9 283 vi List of Tables Table Title Page Numbers Table 1 Have the Students Been to SCIENCE WORLD? 248 Table 2 Have the Students Heard of the Roadshows? 249 Table 3 Have the Students Visited Other Science Oriented Places? 250 Table 4 Is Science Hard to Understand? 251 Table 5 Did the Students Like Science Before and After the Shows? 252 Table 6 Science at Home Before and After the Roadshows 253 Table 7 Science Fair Projects Before and After the Roadshows 254 Table 8 Interest in Roadshows Equipment 255 Table 9 What Comes to Mind When Students Think About the Word Science? 256 Table 10 Students' Questions? 257 Table 11 Students Talking About the Roadshows With Relatives 259 Table 12 Students Talking About Roadshows With Friends 261 Table 13 Did Students Talk About the Roadshows? 262 Table 14 What Faces the Students Chose After Seeing the Roadshows 263 Table 15 Recognition of Roadshows Equipment Before the Show 264 Table 16 Recognition of Roadshows Equipment After the Show 265 Table 17 a-d Student A's Knowledge About the Roadshows Equipment 266 Table 18 a-d Student B's Knowledge About the Roadshows Equipment 267 Table 19 a-d Student Cs Knowledge About the Roadshows Equipment 268 Table 20 a-d Student D's Knowledge About the Roadshows Equipment 269 Table 21 a-d Student E's Knowledge About the Roadshows Equipment 270 Table 22 a-d Student F's Knowledge About the Roadshows Equipment 271 vii Table 23 Students G, H Knowledge About the Roadshows Equipment 272 Table 24 Students I, J Knowledge About the Roadshows Equipment 272 Table 25 Students K, M Knowledge About the Roadshows Equipment 272 Table 26 Did Students Think About the Show After Seeing It? 273 Table 27 Arcs and Sparks Show Drawings 274 Table 28 Drawings by the Grade 5 Interviewees 275 Table 29 What the Students Said They Learned, Remembered and Knew More About 276 Table 30 Have the Students Seen Anything that Reminded Them of the Roadshows? 277 Vlll List of Figures Figure Title Page Numbers Figure 1 Photograph of Plasma Ball 211 Figure 2 Photograph of Tesla Coil 211 Figure 3 Photograph of Jacob's Ladder 211 Figure 4 Photograph of Van der Graaf Generator 211 Figure 5 Drawing of Tesla Coil 283 Figure 6 Drawing of Jacob's Ladder 284 Figure 7 Drawing of Liquid Nitrogen with Banana 285 Figure 8 Drawing of Van der Graaf and Hair 286 Figure 9 Drawing of Plasma Ball 287 ix Acknowledgment Thank you to my advisor, Dr. Bob Carlisle, and my committee, Dr. Gaalen Erickson and Dr. Ron MacGregor. Thank you also to SCIENCE WORLD British Columbia and specifically the Director of Education, Mr. Brian Hansen. Thank you also to the students, staff and administration at the school where the study took place, the School Board of the District where the school is located, Liz Bergey, the many Science Centres and Museums who contributed their time and information for this study, the National Educational Outreach Network, and last, but by no means least, thank you to my husband Brett Peters. 1 Chapter 1 Introduction "Nowadays, the effectiveness of every type of educational institution is in question. Museums are no exception." (Boyd, 1991, p. 4). Not only is the effectiveness questioned, but there are other questions raised. What exactly are museums doing and what kind of impact are they having on people who experience them? This study will illuminate the kind of impact the "Roadshows", an outreach program from SCIENCE WORLD British Columbia, is having on an audience and the community beyond. The term Roadshows is used in the plural as the name of the program. The community for this study is composed of Kindergarten to Grade 7 school students, their friends, teachers, families and community in the vicinity of a school. They are the focus of this study and, as a group, will be considered the "community" being investigated. One of the motivating factors behind studying the Roadshows is to provide information to the science centre community and SCIENCE WORLD about the impact of this program. Over the past five years, questions have arisen from a variety of sources about the type of impact the Roadshows have on participants. To gain information, SCIENCE WORLD has used feedback, such as positive reactions from audiences and evaluation forms received from teachers, to obtain an impression of the program.