{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-2204"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-2204","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Science Museum Education: The Effects Of Assessments And Facility Educational Goals On Visitor Perceived-Learning","abstract":"Most science-oriented facilities include visitor education as a part of their mission statements. How can such institutions create displays that capture and hold a visitor's attention? How can an exhibit stimulate enough interest to make a visitor want to learn more? One very useful tool in determining the answers to these questions is museum assessment. Evaluating the educational effectiveness of museum displays can help directors and staff to focus on and improve in areas where they fall short of their educational goals. This study proposed two questions about eleven science and natural history facilities in Missouri: (a) Is there a relationship between an institution's educational goals and a visitor's perceived-learning? and, (b) Do assessments improve visitor perceived learning? A director interview was designed to learn about the facility's educational goals for its visitors and the number and quality of assessments a facility performs. A visitor questionnaire was designed to help determine why visitors came to the facility, whether they perceived learning while there, and whether they experienced anything in the exhibits that made them want to know more. Coding of interviews revealed that all facilities included education in their goals and all performed some assessments. Museums were ranked according to the number and quality of assesssments used. Chi-square analysis revealed a relationship between a facility's educational goals and visitor perceived-learning. Although visitors came primarily to enjoy a leisure family activity, most individuals reported that they learned something from their museum visit.","abstract_html":"Most science-oriented facilities include visitor education as a part of their mission statements. How can such institutions create displays that capture and hold a visitor's attention? How can an exhibit stimulate enough interest to make a visitor want to learn more? One very useful tool in determining the answers to these questions is museum assessment. Evaluating the educational effectiveness of museum displays can help directors and staff to focus on and improve in areas where they fall short of their educational goals. This study proposed two questions about eleven science and natural history facilities in Missouri: (a) Is there a relationship between an institution's educational goals and a visitor's perceived-learning? and, (b) Do assessments improve visitor perceived learning? A director interview was designed to learn about the facility's educational goals for its visitors and the number and quality of assessments a facility performs. A visitor questionnaire was designed to help determine why visitors came to the facility, whether they perceived learning while there, and whether they experienced anything in the exhibits that made them want to know more. Coding of interviews revealed that all facilities included education in their goals and all performed some assessments. Museums were ranked according to the number and quality of assesssments used. Chi-square analysis revealed a relationship between a facility's educational goals and visitor perceived-learning. Although visitors came primarily to enjoy a leisure family activity, most individuals reported that they learned something from their museum visit.","abstract_has_math":false,"creators":["Drysdale, Lianne"],"institution":null,"degree_name":"Master of Science in Biology","degree_level":"Masters","degree_discipline":"Biology","degree_department":null,"school":null,"contributors":["Georgianna Saunders"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-07-01T07:00:00Z","date_published":"2001-07-01T07:00:00Z","updated_at":"2026-07-24T03:16:11Z","subjects":["Biology"],"languages":[],"rights":["© Lianne Drysdale"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/1203","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Georgianna Saunders"]},{"key":"dc:creator","label":"Author","values":["Drysdale, Lianne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Biology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Biology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Biology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Lianne Drysdale"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/1203"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Most science-oriented facilities include visitor education as a part of their mission statements. How can such institutions create displays that capture and hold a visitor's attention? How can an exhibit stimulate enough interest to make a visitor want to learn more? One very useful tool in determining the answers to these questions is museum assessment. Evaluating the educational effectiveness of museum displays can help directors and staff to focus on and improve in areas where they fall short of their educational goals. This study proposed two questions about eleven science and natural history facilities in Missouri: (a) Is there a relationship between an institution's educational goals and a visitor's perceived-learning? and, (b) Do assessments improve visitor perceived learning? A director interview was designed to learn about the facility's educational goals for its visitors and the number and quality of assessments a facility performs. A visitor questionnaire was designed to help determine why visitors came to the facility, whether they perceived learning while there, and whether they experienced anything in the exhibits that made them want to know more. Coding of interviews revealed that all facilities included education in their goals and all performed some assessments. Museums were ranked according to the number and quality of assesssments used. Chi-square analysis revealed a relationship between a facility's educational goals and visitor perceived-learning. Although visitors came primarily to enjoy a leisure family activity, most individuals reported that they learned something from their museum visit."]},{"key":"dc:title","label":"Title","values":["Science Museum Education: The Effects Of Assessments And Facility Educational Goals On Visitor Perceived-Learning"]}]}],"canonical_facts":{"dc:contributor":["Georgianna Saunders"],"dc:creator":["Drysdale, Lianne"],"dc:description.abstract":["Most science-oriented facilities include visitor education as a part of their mission statements. How can such institutions create displays that capture and hold a visitor's attention? How can an exhibit stimulate enough interest to make a visitor want to learn more? One very useful tool in determining the answers to these questions is museum assessment. Evaluating the educational effectiveness of museum displays can help directors and staff to focus on and improve in areas where they fall short of their educational goals. This study proposed two questions about eleven science and natural history facilities in Missouri: (a) Is there a relationship between an institution's educational goals and a visitor's perceived-learning? and, (b) Do assessments improve visitor perceived learning? A director interview was designed to learn about the facility's educational goals for its visitors and the number and quality of assessments a facility performs. A visitor questionnaire was designed to help determine why visitors came to the facility, whether they perceived learning while there, and whether they experienced anything in the exhibits that made them want to know more. Coding of interviews revealed that all facilities included education in their goals and all performed some assessments. Museums were ranked according to the number and quality of assesssments used. Chi-square analysis revealed a relationship between a facility's educational goals and visitor perceived-learning. Although visitors came primarily to enjoy a leisure family activity, most individuals reported that they learned something from their museum visit."],"dc:identifier":["https://bearworks.missouristate.edu/theses/1203"],"dc:rights":["© Lianne Drysdale"],"dc:subject":["Biology"],"dc:title":["Science Museum Education: The Effects Of Assessments And Facility Educational Goals On Visitor Perceived-Learning"],"thesis:degree_discipline":["Biology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Biology"]},"updated_at":"2026-07-24T03:16:11Z"}