Aquarium Education Abstracts
Not Seeds or Leaves:
How to Identify and Develop Successful STEM Education in Public Aquariums Ed Mastro, Cabrillo Marine Aquarium Watch Video (Login required) Full Abstract
STEM (Science, Technology, Engineering and Math) education has different meanings for different people. Is it a grouping of subject areas? A cross-disciplinary blending of fundamental practices? At its core, however, seems to be an effort to develop skills in thinking, reasoning, teamwork, investigation and creativity that help students (and the public at large) better understand our changing world. As science and engineering gain more attention in the classrooms (especially with the new United States and local science standards), STEM education movements continue to grow, bringing funding from both federal programs and private donors. These programs are not new, and have been developed for many years and have changed the ways students learn about science, technology, engineering and math (and sometimes art). More and more, youth have opportunities to experience STEM in areas outside their classrooms. Settings such as aquariums provide unique experiences to explore STEM learning. Although we all engage in successful programming, the question remains: what do STEM experiences look like in our facilities? What counts as STEM and what does effective STEM learning look like? This presentation will examine a variety of STEM programming, and using examples from the Cabrillo Marine Aquarium and SEA LIFE Aquarium at LEGOLAND California Resort to explore opportunities to integrate STEM learning with school groups, online visitors and general aquarium guests and explain how the integration of STEM learning holistically throughout the facility is vital for 21st century aquariums to compete with guest visitation to informal learning facilities and identify where further work is needed to develop successful programs in STEM. |
Effective Practices for
Creating Empathy Towards Marine Life Jim Wharton, Seattle Aquarium Watch Video (Login required) Full Abstract
The Seattle Aquarium, like many informal marine science education institutions, works to inspire conservation of the ocean. And while our collections and attention often focus on marine animals, conservation is about people and their behavior. We know that behavior change is complex, with many internal and external motivations and barriers (Kollmuss & Agyeman, 2002; Schultz 2011). Increasing knowledge about ocean animals and ecosystems is important, but not enough. There are also many important internal drivers, including empathy. Research has shown empathy to be a potentially important indicator of an individual’s willingness to take conservation action (Berenguer 2007; Chawla 2009). Yet affective outcomes like empathy have not had as much attention from marine science educators as cognitive outcomes, which also directly address school standards and benchmarks. For our audiences to understand the inextricable link between humans and the ocean, they also have to understand their emotional connection to the marine environment. Empathy is a more complex construct than one might initially consider, encompassing affective empathy, cognitive empathy, and motivational empathy (or compassionate concern). A grant from a recent funder has challenged the Aquarium to think more deeply about how our exhibits and programming might engender empathy in our audiences, and how empathy might lead to conservation action. Through a literature review and conversations with researchers, we have identified six areas of effective practice for eliciting empathy: framing, imagination, knowledge, role modeling, experience, and practice. We believe bringing affective outcomes like empathy development into the professional practice of marine science educators will enrich their programming and lead to more successful conservation outcomes. |
Investigating Social and Cultural Factors Within Children's Informal Learning Experiences During School
Field Trips to Aquariuma Sarah-Jane Judge, National Marine Aquarium (Plymouth, UK) Watch Video (Login required) Full Abstract
Aquariums, along with zoos, now comprise a key category of informal learning internationally with the Association of Zoos and Aquariums reporting over 12 million students attending organised field trips annually. Whilst there is an extensive body of literature outlining the benefits to children - cognitive and otherwise - of school excursions to informal learning institutions, there are few examples of studies considering whether such trips benefit some children more than others based on sociological factors such as gender, class and ethnic differences. This session will present the results of Ph.D research in this area, based on data collected during school trips to the UK’s National Marine Aquarium. Research shows children higher up the socio-economic ladder are more likely to be taken to museums, science centers, zoos etc. by their families and as a consequence are better equipped to learn during subsequent visits to similar venues, already knowing how to behave and perform to get maximum value from the experience. This research investigates this concept in an aquarium specific context using pre- and post-visit questionnaires to measure the change in; attitudes towards, interest in, and knowledge of conservation issues; before and after an aquarium visit. Results of these questionnaires will be analysed against demographic data, including indicators of past informal learning institution experience, to investigate the role prior experience plays in shaping how much learning is achieved during subsequent school aquarium trips. This study also investigates the important role of aquarium staff, comparing the learning achieved in guided versus unguided school tours and how linked activities in the classroom, before and after an aquarium visit, effects interest, attitudes and knowledge of conversation issues in students. |
Development and Evaluation of an Interactive Video Tool for an Aquarium Using iPod Touch-Assisted
Augmented Reality Yumi Watanabe, Ochanomizu University Watch Video (Login required) Full Abstract
In aquariums, videos on mobile devices as well as TV monitors are becoming widespread. They are powerful media to show characteristic behaviors of aquatic animals such as feeding and spawning. Once a video has attracted visitors, however, it does not always hold visitors’ attention, as shown in data from summative evaluation of video exhibits. To capture attention of visitors, we developed an interactive video tool using iPod touch-assisted augmented reality (AR), which is a technology enriching the real world with digital information, overlaying in real-time the camera view of the mobile devices. The video tool was used in workshops using lungfish. A group of maximum 4 visitors was guided by an instructor. iPod touch was provided to every visitor. Since there was little chance to watch lungfish feeding, we prepared a feeding video in 40 seconds as an AR video content. In order to play the video, visitors had to hold an iPod touch over a real clam shell placed in front of the lungfish tank. From the visitors’ behavior analysis recorded by video camera, it was revealed that visitors had repeatedly watched the video in its entirety. Thus, the AR video contents captured the attention of visitors. In addition, the increased conversation between the instructor and visitors helped instructors to explain about the fishes more effectively. |