Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
dc.contributor.author | McGuire, L | |
dc.contributor.author | Hoffman, AJ | |
dc.contributor.author | Mulvey, KL | |
dc.contributor.author | Winterbottom, M | |
dc.contributor.author | Balkwill, F | |
dc.contributor.author | Burns, KP | |
dc.contributor.author | Chatton, M | |
dc.contributor.author | Drews, M | |
dc.contributor.author | Eaves, N | |
dc.contributor.author | Fields, GE | |
dc.contributor.author | Joy, A | |
dc.contributor.author | Law, F | |
dc.contributor.author | Rutland, A | |
dc.contributor.author | Hartstone-Rose, A | |
dc.date.accessioned | 2021-08-16T10:52:13Z | |
dc.date.issued | 2021-07-13 | |
dc.description.abstract | The impact of educators in informal science learning sites (ISLS) remains understudied from the perspective of youth visitors. Less is known about whether engagement with educators differs based on the age and gender of both visitor and educator. Here, visitors (5–17 years old) to six ISLS in the United States and United Kingdom (n = 488, female n = 244) were surveyed following an interaction with either a youth (14–18 -years old) or adult educator (19+ years old). For participants who reported lower interest in the exhibit, more educator engagement was related to greater self-reported learning. Younger children and adolescents reported more engagement with an adult educator, whereas engagement in middle childhood did not differ based on educator age. Participants in middle childhood showed a trend toward answering more conceptual knowledge questions correctly following an interaction with a youth educator. Together, these findings emphasize the promise of tailoring educator experiences to visitor demographics. | en_GB |
dc.description.sponsorship | Wellcome Trust | en_GB |
dc.description.sponsorship | National Science Foundation (NSF) | en_GB |
dc.identifier.citation | Published online 13 July 2021 | en_GB |
dc.identifier.doi | 10.1080/10645578.2021.1930467 | |
dc.identifier.grantnumber | 206259/Z/17/Z | en_GB |
dc.identifier.grantnumber | NSF-1831593 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/126775 | |
dc.language.iso | en | en_GB |
dc.publisher | Routledge / Visitor Studies Association | en_GB |
dc.rights | © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. | en_GB |
dc.subject | Educator engagement | en_GB |
dc.subject | informal learning | en_GB |
dc.subject | STEM interest | en_GB |
dc.subject | STEM learning | en_GB |
dc.subject | youth educators | en_GB |
dc.title | Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2021-08-16T10:52:13Z | |
dc.identifier.issn | 1064-5578 | |
dc.description | This is the final version. Available on open access from Routledge via the DOI in this record | en_GB |
dc.identifier.journal | Visitor Studies | en_GB |
dc.rights.uri | https://creativecommons.org/ licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2021-05-12 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2021-07-13 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2021-08-16T10:48:43Z | |
refterms.versionFCD | AM | |
refterms.dateFOA | 2021-12-02T15:53:27Z | |
refterms.panel | A | en_GB |
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Except where otherwise noted, this item's licence is described as © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.