http://hdl.handle.net/1957/8308 2013-05-18T23:15:53Z http://hdl.handle.net/1957/29056 Serious fun : life-deep learning of koi hobbyists Liu, Chi-Chang Hobby activities can be viewed through the lens of informal, free-choice learning. A wide range of hobbies combine fun and learning-intensive practices, and can contribute to scientific literacy. Hobby learning involves clear goal orientation, persistence and effort, and often results in more richly and strongly connected knowledge; traits highly valued in both in and out-of-school science learning. In this study, I used koi hobbyists as subjects to discover and explore hobbyists' information-seeking strategies under different learning scenarios. I approached koi hobbyists' learning about koi and their koi hobby in both quantitative and qualitative ways. I designed a Stage of Engagement Model to illustrate koi hobbyists' engagement with their hobby, and adapted Falk and Dierking's Contextual Model of Learning to explain how personal, socio-cultural and physical contextual factors affect koi hobbyists' learning. An instrument was developed to assess koi hobbyists' experience with keeping koi, knowledge about the hobby, motivation/goals, interaction with other hobbyists, and the information-seeking strategies they used under different learning scenarios. I administered this questionnaire to koi hobbyist communities in the U.S. Pacific Northwest and online. Based on the quantitative analysis, the results supported my hypotheses that koi hobbyists chose different information-seeking strategies based on personal contextual factors such as previous experience, motivation and learning goals; socio-cultural contextual factors such as interactions with other koi hobbyists; and physical contextual factors such as the nature of the problems they encounter. Koi hobbyists also chose different information-seeking strategies based upon their stage of engagement with their hobby. The long-term potential of this study is to offer insights into how learners construct their knowledge by applying different learning strategies under different personal, socio-cultural and physical circumstances, and to provide a framework for the future study of other kinds of hobbies and hobbyists that will help to promote public scientific literacy. Graduation date: 2012 2012-04-09T00:00:00Z http://hdl.handle.net/1957/28273 ISEI Visitors Need Support to Understand Current Scientific Research Presented in Data Visualizations on 3-D Global Projection Systems Stofer, Kathryn; Barthel, Celeste Frazier; Rowe, Shawn Poster presented July 13, 2011 at Gordon Research Conference on Visualization in Science and Education. 2011-07-13T00:00:00Z http://hdl.handle.net/1957/25900 Communicating science : developing an exhibit with scientists and educators Lemagie, Emily 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 2011-10-28T00:00:00Z http://hdl.handle.net/1957/22669 Outdoor Schools: Learning Impacts of Residential Environmental Education Programs as Seen by People Who Run and Work at Such Sites Anderson, Robyn A. Outdoor schools are located all over the nation. Many students attend these programs to gain science knowledge and experience nature first hand. Outdoor schools are residential programs for students in upper elementary and middle school. Many of the messages are environmental in nature and promote stewardship. The purpose of this study was to look at the impacts of attending an outdoor school on students as seen by the people who run and work at such sites. This study is about understanding the impacts and outcomes of outdoor schools on students, teachers, and the community from the perspective of people who work at these sites. The first seven claims emerged from the participants‘ answers from the online surveys and phone interviews. The final claim became apparent to the researcher throughout the study and during the investigation into current research on outdoor schools. The information gathered in this study can help guide future research. It is important to note that while the study included participants who work at or run outdoor schools from all the west coast states, as well as Idaho; it would not be safe to generalize findings for all outdoor schools, students and teachers nationwide. This could be seen as a limitation for the study‘s findings; however these findings are also more in-depth about these particular outdoor schools. Research Question The specific research question addressed in this study is as follows: - What are the impacts and outcomes of outdoor school on students, teachers, and the community as seen by the people who operate and work at these institutions? Eight claims emerged from the data: 1. Participants believe outdoor schools provide a place for hands-on learning, inquiry lessons and natural discovery that is not always present in the traditional classroom. 2. Participants believe that students who attend outdoor school increase their science knowledge as well as their environmental awareness. 3. Participants believe students who attend outdoor school have the opportunity to socialize in a new environment and from that gain new and important social skills and grow as an individual. 4. Participants believe that teachers who attend outdoor school gain teaching and leadership skills to aid them in teaching when they return to the traditional classroom. 5. Participants believe that outdoor school experiences need to be incorporated into the student‘s classroom experiences and not be isolated for students to benefit even more from them. 6. Participants believe that attending outdoor school is a transformative experience for both students and teachers. 7. Participants believe that there are barriers and limitations for students to participate in an outdoor school program that need to be addressed because the future of outdoor schools depends on it. 8. There is a lack of evaluation being done by the people who operate and run outdoor schools on their impacts on students, and evaluation that is being done is not being published or distributed widely. This master's project was completed in the Oregon State University Free Choice Learning Lab for the Science and Math Education Department. The major professor was Shawn Rowe and the advisers were Lynn Dierking and John Falk. http://hmsc.oregonstate.edu/visitor/free-choice-learning 2010-08-01T00:00:00Z