Cognitive
http://www-rohan.sdsu.edu/%7Eagreenbe/projects_attachments/paper_fr_trees.ppt
Reflection
I designed and developed a traveling museum exhibit on paper-making. The primary audience for this exhibit is kids from 7 to 14 years old. Adults are the secondary audience. The exhibit incorporates multimedia in addition to “hands-on” displays for exploratory learning. I designed the idea for a paper-making studio.
To begin this project, I conducted an initial analysis on the knowledge level of our learners, as well as the type of exhibits this target audience enjoys. I interviewed 2 educational directors of science museums around the area and parents or chaperones at various museums about the types of exhibits children most enjoy and learn the most from. In addition, at these museums, I collected data on which exhibits kids most frequently visited and which exhibits kids did not visit. Finally, I surveyed kids in a local elementary and middle school about their knowledge of paper and paper-making.
This analysis showed that children in this age range enjoy hands-on activities in museums most. Also, the parents and educational directors all expressed the need for kids to learn by doing in museums. They explained that the exhibit must looking interesting and be interesting or kids will not take the time to actually learn the content.
As far as the knowledge level of paper, most children know very little about the paper-making process and even fewer have actually seen the manufacturing of paper. Also, kids know about recycling and frequently recycle, but do not understand the importance of recycling and how recycled paper is used.
I used deductive and inductive reasoning throughout this project to determine the type of content, displays, and activities that would be most effective in teaching children about paper. I began with general observations and knowledge about educating children in a museum setting and developed the various features of the exhibits based on that general knowledge. I also identified specific examples of how children learn in museums and refocused those on teaching kids about paper.
Based on all of this information, I decided to incorporate a wide range of content in the exhibit. Since kids this age do not know a lot about any aspect of paper, I began the exhibit with history. After the history, the exhibit walks through the steps of making paper. Finally, the focus turns to how we use paper and the benefits of recycling.
In terms of the learning environment, I incorporated a film, hands-on, hands-off, and attention grabbing display in each part of the exhibit. For example, in the harvesting exhibit, the children first see a film on tree farms and sustainable forestry. The hands-on display contains samples of hardwood and softwood, plant fibers, products made from hardwood, and products made from softwood. The hands-off display shows various harvesting equipment and the attention grabbing display includes a Giant Sequoia cross-section showing the bark, cambium, sapwood, and so forth. In addition to each part of the exhibit containing all of these types of learning, the last cell of the exhibit allows kids to actually make paper by hand. This allows them to actually relate what they have learned to something they make.
My initial analysis gave me insight into the design concept. I then created a design based on this collected data and information from subject-matter experts. Finally, I developed the museum exhibit using deductive and inductive reasoning.
[Sample project by Anita Greenberg, sample reflection by Kristina Killian]