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1	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
2	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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Crossing the Cartesian divide : an investigation into the role of emotion in science learning

Communicating science : developing an exhibit with scientists and educators