Biodiversity and Science, Technology, Society and Environment (STSE): Visitor Perceptions at a Science and Natural History Museum

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE Pub Date : 2023-08-24 DOI:10.46328/ijres.3211

Pedro Donizete Colombo Júnior, Martha Marandino, Graziele Scalfi

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引用次数: 0

Abstract

This qualitative study investigated perceptions of STSE topics manifested by adults visiting four biodiversity exhibits at the Royal Ontario Museum (ROM) in Toronto, Canada. Seven visitors were observed by researchers during their visits and completed post-visit interviews. The theoretical perspective on STSE relationships expounded by Pedretti and Nazir (2011) and Steele (2014) was adopted for the analysis portion of this investigation. Results indicate that the exhibits were able to communicate their central messages on the relationship between human beings and the natural world and the relationship between science and society, as well as reveal some of the effects that these messages had on the public. However, results also support the assertion that some of the intended STSE concepts were not perceived by the participants. Moreover, we identified limitations regarding adult visitors’ abilities to perceive science and technology as human activities embedded in a social, historical and moral context.

查看原文本刊更多论文

生物多样性与科学、技术、社会和环境(STSE):参观者在科学和自然历史博物馆的感受

本定性研究调查了在加拿大多伦多皇家安大略博物馆(ROM)参观四个生物多样性展览的成年人对STSE主题的看法。研究人员观察了7位来访者的访问过程，并完成了访问后的访谈。本研究的分析部分采用了Pedretti and Nazir(2011)和Steele(2014)对STSE关系的理论视角。结果表明，这些展品能够传达关于人与自然世界的关系以及科学与社会的关系的核心信息，并揭示这些信息对公众的一些影响。然而，结果也支持了一些预期的STSE概念没有被参与者感知的断言。此外，我们还确定了成年游客将科学技术视为嵌入社会、历史和道德背景下的人类活动的能力的局限性。

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

International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

14.30%

发文量

审稿时长

12 weeks

期刊介绍： International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is an international, high quality, peer reviewed open access journal which publishes articles in all areas of cognitive science, perception, natural language understanding, inference, memory processes, learning, problem solving, planning, connectionism, and other areas of interdisciplinary concern related in education, pedagogy and psychology. All articles are published in English and undergo a peer-review process. The scope of IJCRSEE is focused on cognitive research both in topics covered as well as disciplinary perspective: -Cognitive Research in Education -Cognitive Pedagogics -Cognitive Psychology -Psycholinguistics -Cognitive Linguistics -Cognitive Culture Studies -Cognitive Neurophysiology -Cognitive Aspects: Sport Culture -Cognitive Aspects: Methodology of Knowledge -Text Processing and Cognitive Technologies -Curriculum Development -Development of Learning Environment -Education Administration -Educational Psychology -Educational Technology -Elementary Education -Innovative Pedagogical Models -Learning Systems Platforms -Media Education -Science Education -Teaching and Learning Technologies The main objective of the Journal is to discuss global prospects and innovations concerning major issues of cognitive science, to publish new scientific results of cognitive science research, including the studies of cognitive processes, emotions, perception, memory, thinking, problem solving, planning, education and teaching, language and consciousness study, the results of studying man’s cognitive development and the formation of basic cognitive skills in everyday life. The Journal seeks to stimulate the initiation of new research and ideas in cognitive science for the purpose of integration and interaction of international specialists in the development of cognitive science as interdisciplinary knowledge.