There is a lack of chemistry-centered exhibits at informal science centers. In a museum setting, usually visitors learn most about topics with which they are already familiar. Because of this, it is important to make connections between formal learning environments (schools) and informal environments (museums) to further reinforce and expand conceptual understanding. A chemistry exhibit on the topic of chemical and physical change was developed. The exhibit's effectiveness was evaluated in a controlled environment with middle school physical science students. A twenty-item paper and pencil instrument designed to assess students' understanding of chemical and physical change and related topics on the particulate nature of matter was constructed, piloted with 6th grade students, and validated with student interviews. Results from the pilot informed minor test revisions and directed exhibit design. Guided by the theoretical framework of the contextual model of learning, using a quasi-experimental design with experimental and control groups, content knowledge before, immediately after and months after viewing the exhibit was assessed. Influences of the pilot and pre-test results along with qualitative and observational data used to further evaluate the design of the chemistry exhibit will be discussed. Comparisons between pre and post-test for experimental and control groups will also be presented.

Learning in science museums: Measuring student knowledge gains from a chemistry museum exhibit in a classroom environment

243rd National Meeting (2012)

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