30 research outputs found
Recommended from our members
Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit
It is widely agreed that there is a need to increase and widen science partici- pation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors—yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised families’ experiences as falling into three discourses, as ‘disorientating’, ‘fun’ or ‘meaningful’ visits. Analysis identifies how the families’ experiences, and the likelihood of deriving science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed
Meeting the audience challenge in the 'Age of Participation'
This paper explores the nature of a 'participatory museum experience' targeted at twenty-first century core audiences. It highlights the holistic nature of the museum visit; emphasises the importance of matching lifestyle expectations; argues for the central role of social interaction; prioritises the process of learning over outcomes; and both defines participatory exhibits and provides a preliminary typology. It concludes with a brief discussion of the root and branch transformation of museum structures implied by a participatory, social interaction-based approach