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In this design-based research study, the New York Hall of Science, in collaboration with the Amazeum (Bentonville, AR), the Tech Museum (San Jose, CA), and the Creativity Labs (Indiana University), are examining how narratives can shape girls’ engagement in museum-based engineering activities. The project involves developing and testing six engineering activities that incorporate elements of narrative.Through iterative activity development, the project team is exploring how design prompts and materials can suggest narratives via characters, settings, or scenarios in a way that invites visitors’ perspective-taking and empathy. In addition, by comparing narrative and non-narrative versions of each activity, the team is gathering evidence about whether and how narratives support girls’ participation in engineering activities, as well as their persistence in creating and iterating solutions. This poster shares the beginning theoretical framework for defining narrative and empathy in museum-based engineering activities, as well as the results from three activities developed and tested by summer 2018.
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Common Content, Philosophy, and Programming Support Thriving Collaborations Between Cognitive Science Labs and Museums
Abstract University research labs focusing on education, psychology, and cognitive development have been collaborating with museums more and more over the past decade. Nevertheless, cognitive science labs that primarily engage in basic as opposed to applied research may find it difficult to entice museums to collaborate, and existing collaborations may fall short of their full potential to garner benefits to labs and museums alike. Here, we focus on a kind of lab and museum collaboration that has common content, philosophy, and programming and impacts both scientific theory development and museum practice. By illustrating one example of a collaboration between the Lab for the Developing Mind at New York University and the National Museum of Mathematics in New York City, we offer practical tips and suggestions for other cognitive science labs aiming to achieve strong lab‐museum synergy.
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- Award ID(s):
- 1845924
- PAR ID:
- 10479786
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Mind, Brain, and Education
- Volume:
- 18
- Issue:
- 1
- ISSN:
- 1751-2271
- Format(s):
- Medium: X Size: p. 28-34
- Size(s):
- p. 28-34
- Sponsoring Org:
- National Science Foundation
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