Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits

IF 1.6 Q3 HOSPITALITY, LEISURE, SPORT & TOURISM

Visitor Studies Pub Date : 2021-07-13 DOI:10.1080/10645578.2021.1930467

L. McGuire, A. J. Hoffman, K. Mulvey, M. Winterbottom, F. Balkwill, K. Burns, M. Chatton, M. Drews, N. Eaves, G. Fields, A. Joy, F. Law, A. Rutland, A. Hartstone-Rose

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Abstract

Abstract The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educator (19+ years old). For participants who reported lower interest in the exhibit, more educator engagement was related to greater self-reported learning. Younger children and adolescents reported more engagement with an adult educator, whereas engagement in middle childhood did not differ based on educator age. Participants in middle childhood showed a trend toward answering more conceptual knowledge questions correctly following an interaction with a youth educator. Together, these findings emphasize the promise of tailoring educator experiences to visitor demographics.

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青少年和成人非正式科学教育者对青少年在展览中学习的影响

从青少年访客的角度来看，教育工作者对非正式科学学习场所(ISLS)的影响仍未得到充分研究。对于与教育者的接触是否会因访问者和教育者的年龄和性别而有所不同，我们知之甚少。在这里，在与青少年(14-18岁)或成人教育者(19岁以上)的互动后，对美国和英国的6个ISLS (n = 488，女性n = 244)的访客(5-17岁)进行了调查。对于那些对展览兴趣较低的参与者来说，更多的教育者参与与更大的自我报告学习有关。年幼的儿童和青少年报告与成人教育者的接触更多，而在儿童中期的接触没有根据教育者的年龄而有所不同。童年中期的参与者在与青少年教育者互动后，表现出正确回答更多概念性知识问题的趋势。综上所述，这些发现强调了根据访问者的人口特征定制教育体验的前景。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Visitor Studies HOSPITALITY, LEISURE, SPORT & TOURISM-

CiteScore

2.90

自引率

13.30%

发文量