Comparing the Effectiveness of Two Communication Formats on Visitors’ Understanding of Nanotechnology

ABSTRACT

The authors investigated the results of the Europe-wide initiative NanoToTouch, which aims to create innovative environments in science museums to encourage public understanding of nanotechnology and nanotechnological research. The concepts of civic scientific literacy and expert–layperson communication formed the theoretical framework of the study. Two kinds of communication formats, which varied in the degree to which presentations were individualized for visitors, were established and investigated in five museums and science centers in four countries. The findings from 522 visitors indicate (a) a positive response from visitors regarding both formats with some differences between them; (b) an increase in visitors’ self-perceived level of knowledge, which was considerably higher for nanotechnological content than for nanotechnological research; and (c) a predominance of situational aspects, compared to personal variables, influencing visitors’ learning. Results are discussed in terms of an effective implementation of these communication formats in museums.

Notes

¹For information about NISE Net, see http://www.nisenet.org

²The survey period included for each dialogue area 1 week in May to July and 1 week in November to December to cover seasonal variation and differences between days of the week.

³Children under the age of 18 were surveyed only after consent was obtained from their parents or guardians.

⁴There was one exception with ONLs regarding self-perceived level of knowledge increase concerning content between one location in Italy and Germany in favor of Italy. Regarding age, only marginal differences were found. The sample from Estonia and one location in Italy were slightly younger than visitors in the other locations. This difference has to be considered when discussing the results.

Additional information

Funding

We thank the European Union for funding this study within the NanoToTouch initiative and the reviewers for their helpful comments on this article.

Notes on contributors

Doris Lewalter

Doris Lewalter is Professor for Upper Secondary School Education at the Technical University Munich. Her research involves analyzing the conditions, processes, and results of learning and teaching in formal and informal learning environments, in particular from a motivational perspective. She examines the supportive effect museums and science centers have on learning and motivation of secondary school students and on public understanding of science and research. Address correspondence to: Doris Lewalter, Technical University Munich, School of Education, Marsstraße 20-22, Munich, 80335, Germany. E-mail: [email protected].

Claudia Geyer

Claudia Geyer is senior researcher in the department for Upper Secondary School Education at the Technical University Munich. She studies how visits to museums and science centers support the development of interest in science.

Katrin Neubauer

Katrin Neubauer is a research assistant in the department for Upper Secondary School Education at the Technical University Munich. Her research activities involve analyzing the conditions for, and the development of, motivation, interest and (science) learning processes during visits to museums and other (in)formal learning environments.