Global ETD Search

1	Aquarium interactives that engage and insprire : beyond Finding Nemo / Hooley, Sean Patrick. January 2006 (has links) (PDF) Final Project (M.A.)--John F. Kennedy University, 2006. / "18 July 2006"--T.p. Includes bibliographical references (p. 84-88). Public aquariums. Museum exhibits
2	Tourists' attitudes toward the use of animals in tourist attractions an empirical investigation / Shani, Amir. January 2009 (has links) Thesis (Ph.D.)--University of Central Florida, 2009. / Adviser: Abraham Pizam. Includes bibliographical references (p. 224-246).
3	The restorative potential of public aquariums : psychological and physiological effects of viewing sub-aquatic environments Cracknell, Deborah Louise January 2016 (has links) The role of natural environments, especially ‘green space’, in promoting human health and well-being is well-researched. However, less is known about the benefits of ‘blue space’ (e.g. the coast) or ‘managed’ nature (e.g. zoos). In this thesis, six studies investigated the restorative potential of sub-aquatic settings, specifically public aquariums and the biological diversity within them. Studies 1 and 2 investigated preferences for, affective responses to, and the restorative potential of, five built and natural settings (i.e. built, green space, blue space, natural underwater and public aquariums). Using the same measures, Study 3 focused solely on people’s responses to aquarium exhibits, sub-categorised by geographic region, level of species richness and abundance, and taxonomic group. Study 4 examined behavioural, physiological and psychological responses to one aquarium exhibit during three stages of restocking. Finally, to establish how perceptions of species richness and abundance influenced well-being outcomes, people viewed and evaluated either one (Study 5) or two (Study 6) large aquarium exhibits. These studies found that natural sub-aquatic and aquarium settings were as preferred, and perceived as potentially restorative, as green space environments, and different exhibits elicited different responses: ratings were higher for tropical exhibits (vs. temperate), high abundance (vs. low) and vertebrates (vs. invertebrates), although findings for species richness were mixed. Within one exhibit, higher stocking levels resulted in increased attention and interest, greater improvements in mood, and some physiological evidence of relaxation (e.g. decreased heart rate). Broad levels of marine life could be distinguished but estimates of actual numbers were poor. Viewing one or two exhibits tended to improve mood, decrease arousal and be perceived as restorative; any differences between the two exhibits were more evident when both had been viewed. Overall, findings suggest that engaging with different types of managed nature may provide valuable perceived human health and well-being benefits. 597.073
4	An exploration of visitors' conservation attitudes, expectations, and motivations at three informal education institutions in Newport, Oregon / Nickels, Abby L. January 1900 (has links) Thesis (M.S.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 113-120). Also available on the World Wide Web.
5	The development and evaluation of an interactive exhibit to support real-time water quality data interpretation by the public at an informal education setting / Mikulak, Sarah E. January 1900 (has links) Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 210-214). Also available on the World Wide Web.
6	Free-choice family learning in a bilingual marine science program : a qualitative investigation of interactions and long-term impacts among Mexican-descent families / Schmoock, Heidi I. January 1900 (has links) Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 105-107). Also available on the World Wide Web.
7	Facilitating participation in adults with and without vision loss by supporting exhibit motivations through real-time descriptive mediation Bruce, Carrie M. 22 May 2014 (has links) Design and evaluation of real-time descriptive mediation (RTDM) for live aquarium exhibits was proposed to support the participation of visitors with and without vision loss. RTDM was developed to address learning, entertainment, restorative, and social motivations. Data was collected during a lab study with adults to get feedback about the RTDM and compare it to traditional docent presentations and audio tours. Findings show that the RTDM made it possible for participants to address their exhibit motivations and led to specific personal and social aspects of participation. A majority of participants with and without vision loss reported that the RTDM was supportive of their motivations and perceived it to be more effective at supporting learning, social, and restoration motivations compared to audio tour and docent mediation. The main contributions of this work are in: 1) developing evidence-based information design criteria for mediation at live animal exhibits; 2) demonstrating that mediation designed to support exhibit motivations can facilitate participation in adults with and without vision loss; and 3) validating participation as a design goal. Aquarium Exhibits Blind Visually impaired Vision loss Mediation Participation Public aquariums Tour guides (Persons) People with visual disabilities
8	Conservation education in free-choice learning environments : the effects of animals and interpretation / Hodak, Eleanor. January 1900 (has links) Thesis (M.S.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 190-195). Also available on the World Wide Web.
9	Crossing the Cartesian divide : an investigation into the role of emotion in science learning Staus, Nancy L. (Nancy Lynn) 02 March 2012 (has links) Although many science educators and researchers believe that emotion is an important part of the learning process, few researchers have dealt with the topic in a systematic fashion. The purpose of this study was to examine the role of emotion in the learning process, particularly in the learning of science content. My study utilized a dimensional perspective which defined emotion in terms of arousal and valence, and drew on research from the fields of psychology and neuroscience to examine how emotion affects different aspects of cognition such as attention and memory. On the basis of these findings, I developed and tested a path model to investigate the predicted relationships among emotional arousal, valence, attention, intrinsic motivation and short- and long-term learning outcomes. I conducted the study in two phases. The first phase took place in a psychology laboratory in which participants watched either an exciting or neutral nature video, read a factual article related to the video and were tested on their learning. The second phase took place at the Oregon Coast Aquarium in which participants watched a narrated otter or sea lion presentation and took a short posttest after the show. In both phases, participants' emotional arousal, valence, attention, and motivation levels were also measured for inclusion in the model. The results indicated that emotional arousal was an important predictor of short-term learning in both experiments although its effect was fully mediated by attention at the aquarium. In addition, negative valence (displeasure) and intrinsic motivation were strong predictors of short-term learning in the laboratory experiment. At the aquarium, the narrator of the animal presentation strongly affected both attention and short-term learning—visitors who listened to a non-scripted rather than a scripted narration paid more attention and had significantly better short-term learning outcomes. In the aquarium study, emotional arousal correlated strongly with several measures of long-term learning. In particular, those who felt more arousal during the animal presentation were able to describe their experience at greater length and with more detail and complexity two to three months after their visit. My findings suggest that emotional arousal is an important component of science learning both directly and through its relationship with attention. Therefore, science educators in both informal and formal learning institutions may be able to increase both attention and learning outcomes by designing emotionally arousing learning experiences around the science content they wish to teach. In addition, the importance of narrator quality in the aquarium study suggests that narrators and teachers should be trained to deliver information in such a way that supports short- and long-term science learning. / Graduation date: 2012 emotion science learning Learning, Psychology of Educational psychology Affective education Oregon Coast Aquarium -- Exhibitions Public aquariums -- Educational aspects
10	Communicating science : developing an exhibit with scientists and educators Lemagie, Emily 28 October 2011 (has links) Outreach is a small, but significant component to modern research. Developing an exhibit for public display can be an effective way to communicate science to broad audiences, although it may be a less familiar method to scientists than writing papers or giving presentations. I outline the process of developing an interactive exhibit for outreach, and evaluate and discuss the effectiveness of a computer exhibit designed to communicate estuary currents and scientific modeling using Olympia Oyster restoration in the Yaquina Bay estuary as a theme. I summarize the results of this project in three primary recommendations: 1) exhibit developers should be deliberate in the decision to use a computer and only select this media if it is determined to be the best for communicating exhibit learning outcomes, 2) the design of visualizations to convey research results should be carefully modified from their scientific forms to best meet the exhibit learning outcomes and expectations of the exhibit audience, and 3) scientists should play an integral role in the development of scientific content-based exhibits, but their expertise, and the range of expertise from other members of the exhibit development team, should be strategically utilized. / Graduation date: 2012 Exhibit Exhibit Development Exhibit Design Education Marine Education Marine Interpretation Science Interpretation Informal Science Environmental Interpretation Environmental Outreach Science Education Communicating Science Estuary Interpretation Communication Outreach Science Outreach Free-Choice Learning Informal Education Informal Science Estuary Education Museum Exhibit Interactive Kiosk Computer Exhibit Computer Interface Interactive Touchscreen Kiosk Marine Science Exhibit Computer Display Interactive Exhibit Interactive Visualization Current Simulation Scientific Model Numerical Model Estuary Science Visitor Center Marine Science Center Visitor Behavior Museum Hatfield Marine Science Center Science Center Emily Lemagie Oregon Sea Grant Education Kiosk Educational Kiosk Computer Kiosk Science Communication Touchscreen Interface Backwards Design Tidulator Museum exhibits -- Oregon -- Newport Hatfield Marine Science Center

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