Exhibit appraisal and diverse populations: Pilot research about intersectional and science identities in science exhibits

展览评估和多样化人群：关于科学展览中交叉身份和科学身份的试点研究

• 批准号: 1906688
• 负责人: Elizabeth Kunz Kollmann
• 金额: $ 30万
• 依托单位: Museum of Science
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1906688&HistoricalAwards=false
• 关键词: Exhibit; appraisal; diverse; populations; Pilot

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches, and resources for use in a variety of settings. This project will explore how understanding visitors' experiences with science museum exhibits may contribute to increasing engagement among diverse audiences. Museums have made great strides in understanding how exhibit design can support underrepresented audiences, but often tend to focus on individual demographic groups such as females, certain racial and ethnic minorities, and people with disabilities. This project will explore relationships between visitors' demographic and science identities to assess the affordances of using science identity as an intersectional proxy that could help the field move beyond its reliance on demographics. Building on prior National Science-funded work about museum engagement, the project applies appraisal theory--a psychological model about how people make conscious and subconscious assessments of situations that manifest in emotions--to the informal learning context. To date, museums have tended to focus on cognitive and behavioral aspects of engagement. Appraisal theory can add emotional processes to the conceptual understanding of engagement, and can be applied to help exhibit professionals develop a design framework that upholds complex identities. Such a framework could have implications for inclusive design of learning experiences in museums, schools, and other educational contexts.This Pilot and Feasibility Study will address methodological and theoretical questions about the feasibility of a research approach that considers the relationships among: 1) exhibit design features; 2) multiple identity factors including science identity, demographics, and self-defined personal identity; 3) visitor appraisals; and 4) engagement with exhibits. Led by researchers at the Museum of Science, Boston and EdTogether, a non-profit research and development organization for inclusive design, the project will begin with a pre-piloting phase during which researchers will work with youth and professional advisors from local community organizations to test a suite of data collection approaches including self-report in the form of questionnaires and interviews; observations of visitor engagement; and biometric data collection including galvanic skin response and eye tracking. Building from this pre-piloting phase, the team will conduct four mini-studies that will iteratively refine measures towards enhanced validity and parsimony while gathering data to test the investigators' hypothesized model of design, identity, appraisal, and engagement. The evidence from testing this model through the four mini-studies will lay the foundation for larger-scale research that intends to explore causal relationships among intersectional identities, science identities, appraisal, and visitor engagement.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

作为加强非正式环境中学习的总体战略的一部分，推进非正式 STEM 学习 (AISL) 计划资助创新研究、方法和资源，以供在各种环境中使用。该项目将探讨了解游客对科学博物馆展品的体验如何有助于提高不同观众的参与度。博物馆在理解展览设计如何支持代表性不足的观众方面取得了长足进步，但往往倾向于关注个人人口群体，例如女性、某些种族和少数民族以及残疾人。该项目将探索游客的人口统计和科学身份之间的关系，以评估使用科学身份作为交叉代理的可行性，这可以帮助该领域摆脱对人口统计的依赖。该项目以之前国家科学资助的有关博物馆参与的工作为基础，将评估理论（一种关于人们如何对情绪中表现的情况进行有意识和潜意识评估的心理模型）应用于非正式学习环境。迄今为止，博物馆倾向于关注参与的认知和行为方面。评估理论可以将情感过程添加到参与的概念理解中，并且可以应用于帮助展览专业人士开发维护复杂身份的设计框架。这样的框架可能会对博物馆、学校和其他教育环境中学习体验的包容性设计产生影响。这项试点和可行性研究将解决有关研究方法可行性的方法论和理论问题，该研究方法考虑以下之间的关系：1）展览设计特征； 2）多重身份因素，包括科学身份、人口统计和自定义个人身份； 3）访客评价； 4）与展品的互动。该项目由波士顿科学博物馆和包容性设计非营利性研发组织 EdTogether 的研究人员领导，将从预试点阶段开始，在此期间研究人员将与当地社区组织的青年和专业顾问合作，测试一套数据收集方法，包括以问卷和访谈形式进行自我报告；对访客参与度的观察；以及生物识别数据收集，包括皮肤电反应和眼睛跟踪。在此预试点阶段的基础上，该团队将进行四项小型研究，这些研究将迭代地完善措施，以提高有效性和简约性，同时收集数据来测试研究人员假设的设计、身份、评估和参与模型。通过四项小型研究测试该模型的证据将为更大规模的研究奠定基础，这些研究旨在探索交叉身份、科学身份、评估和游客参与之间的因果关系。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。