North Carolina
Museum of Life and Science
Summative Evaluation
Flip it! Fold it! Figure it Out!
Randi Korn & Associates, Inc. May 2006
TABLE OF CONTENTS
LIST OF TABLES.......................................................................................................................ii
EXECUTIVE SUMMARY.........................................................................................................iii
DISCUSSION............................................................................................................................. vii
INTRODUCTION.........................................................................................................................1 Methodology.......................................................................................................................2 Data Analysis......................................................................................................................3 Reporting Method...............................................................................................................4
I. PRINCIPAL FINDINGS: TIMING AND TRACKING OBSERVATIONS......................5 Data Collection Conditions.................................................................................................5 Visitor Demographics.........................................................................................................6 Overall Visitation Patterns..................................................................................................7 Visitation to Each Exhibit Type........................................................................................11 Visitation to Individual Exhibits.......................................................................................13 Behaviors..........................................................................................................................15
II. PRINCIPAL FINDINGS: STATIONED OBSERVATIONS...........................................18 Origami Exhibit Area........................................................................................................18
III. PRINCIPAL FINDINGS: EXIT INTERVIEWS.............................................................22 Background Information...................................................................................................22 Visitor Experience............................................................................................................22
APPENDICES.............................................................................................................................28
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LIST OF TABLES
Table 1: Table 2: Table 3: Table 4: Table 5:
Table 6: Table 7:
Table 8:
Table 9: Table 10:
Table 11: Table 12:
Table 13: Table 14: Table 15: Table 16: Table 17: Table 18: Table 19:
Table 20: Tables 21-31:
Data Collection Conditions................................................................................5 Visitor Demographics........................................................................................6 Group Composition............................................................................................6 Total Time Spent in Flip it! Fold it! Figure it Out!...........................................7 Differences in Time Spent in Flip it! Fold it! Figure it Out!
by Group Composition.................................................................................7 Total Number of Exhibits Stopped at in Flip it! Fold it! Figure it Out!...........8 Differences in Total Number of Stops made in
Flip it! Fold it! Figure it Out! by Age.........................................................9 Differences in Total Number of Stops made in
Flip it! Fold it! Figure it Out! by Level of Crowding.................................9 Time Spent at Each Exhibit Type...................................................................10 Differences in Time Spent at Visual Interactive Exhibits by
Level of Crowding....................................................................................11 Stops Made at Each Exhibit Type...................................................................11 Differences in Number of Stops Made at Visual Interactive Exhibits by
Level of Crowding....................................................................................12 Exhibits with the Longest Dwell Times..........................................................13 Exhibits with the Shortest Dwell Times.........................................................14 Percentage of Visitors Stopping at Each Exhibit: Most Visited Exhibits.......15 Percentage of Visitors Stopping at Each Exhibit: Least Visited Exhibits......16 Summary of Behaviors...................................................................................17 Mathematical Language: Stationed Observations..........................................21 Mathematical Language: Exit Interviews.......................................................27 Appendix F: Exhibit Classification.................................................................33 Appendix G: Behaviors by Exhibit...........................................................34-40
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EXECUTIVE SUMMARY
This report presents the findings of a summative evaluation of the traveling exhibition Flip it! Fold it! Figure it Out! conducted by Randi Korn & Associates, Inc. (RK&A), for the North Carolina Museum of Life and Science in Durham, North Carolina. Flip it! Fold it! Figure it Out! was funded by the National Science Foundation.
Data collection took place in February and March 2006 at the Children’s Science Explorium in Boca Raton, Florida. The evaluation examines the experiences of drop-in museum visitors through timing and tracking observations, stationed observations, and exit interviews. Selected highlights of the study are included in this summary. Please consult the body of the report for a detailed account of the findings.
I. PRINCIPAL FINDINGS: TIMING AND TRACKING OBSERVATIONS
Data collectors observed 101 walk-in visitors, ages six years and older, during their visit to Flip it! Fold it! Figure it Out!
Visitor Demographics
• 58% of observed visitors were adults and 42% were children. • 58% were female and 43% were male. • 87% were visiting in multigenerational groups.
Overall Visitation Patterns
• Visitors spent a median time of 14 minutes 33 seconds in Flip it! Fold it! Figure it Out! • Using Serrell’s Sweep Rate Index,1 RK&A found that visitors in Flip it! Fold it! Figure it
Out! moved slower than visitors in other science center exhibitions. • Visitors stopped at a median of seven exhibits (22% of available exhibits).2
Visitation to Exhibit Types
• Almost all visitors visited at least one physical interactive, spending a median time of almost ten minutes at physical interactives. • Almost one-half of visitors used the computer interactive, for a median time of almost 7 minutes. • Visitors were least likely to stop at a stand-alone panel. 1
Serrell, B. (1998). Paying Attention: Visitors and Museum Exhibitions. Washington, D.C., American Association of Museums. 2
Flip it! Fold it! Figure it Out! included 32 exhibits at which visitors could stop. For this evaluation, a “stop” was defined as a visitor standing for three seconds or longer in front of a component.
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Visitation to Individual Exhibits
• Exhibits with longest dwell times: Origami computer interactive and the Drinking Glass physical interactive (median times of over 6 minutes and 2 and one-half minutes, respectively). • Exhibits with shortest dwell times: Clap-Stomp-Clap activity panel and Hexagon Hunt display (median times of 6 seconds each). • Most visited exhibits: Beat Patterns physical interactive (60%), Drinking Glass physical
interactive (52%), Origami computer interactive (43%), and Tiling physical interactive (43%). • Least visited exhibits were displays and stand-alone panels: Telescope display, Map display, and Reflecting on Patterns display (3% each). • No visitors stopped at the Design Views information panel.
Behaviors
• Most common behaviors: 95% social interaction and 91% completing an activity. • The least common behavior was misuse of exhibits (8%).
II. PRINCIPAL FINDINGS: STATIONED OBSERVATIONS
RK&A conducted stationed observations of the Origami exhibit area for five hours, observing a total of 208 visitors.
Visitor Demographics
• 44% of observed visitors were adults and 56% were children. • 61% were females and 39% were males.
• Almost all visitors were visiting in multigenerational groups.
How Visitors Used the Origami Activities
• Visitors typically collaborated when creating origami, often working with members of other visitor groups. • While many visitors failed to complete their first origami attempt, most were successful when starting over or selecting an animal with fewer steps. • Visitors who were successful often created more than one origami animal or cup.
Group Dynamics
• In most instances, adults and children created origami together, with little to no discord.
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• Multiple groups of visitors worked cooperatively at the Origami computer intereactive. • Adults often assisted children under the age of five in creating an origami cup.
Mathematical Language
• Visitors most commonly used mathematical language when referring to or describing a specific part of their paper (e.g., top, bottom, edge, etc.). • Visitors also talked about lines, specifically the straight and/or diagonal lines they were
creating by folding paper. • Many visitors used comparisons and/or comparative language while creating origami.
III. PRINCIPAL FINDINGS: EXIT INTERVIEWS
RK&A conducted open-ended interviews with a total of 30 visitor groups, comprised of 50 individuals, immediately after they exited Flip it! Fold it! Figure it Out!
Visitor Demographics
• 32 of interviewees were adults and 18 were children under 18 years old.
• More than one-half (30 interviewees) were females and less than one-half (20 interviewees) were males. • Almost all interviewees were visiting in multigenerational groups.
• More than one-half (17 visitor groups) had previously visited the Children’s Science Explorium in Boca Raton with a median of three past visits. • Less than one-half (15 visitor groups) were visiting for the first time.
Visitor Experience
• When asked to describe the exhibition’s main message, interviewees offered a range of ideas relating to mathematics, science, and learning. • When interviewees were asked how, if at all, the exhibition reminded them of ways they use math in everyday life, over three-quarters of interviewees said that they did draw connections between their math-related activities at home, work, or school and those in the exhibition. • Nearly all interviewees said the exhibition provided an enjoyable learning experience with most describing the exhibition as “excellent,” “cool,” or “great.” • When asked to name their favorite exhibit, interviewees mentioned one or more of the same nine exhibits—all of them interactives. More interviewees said they liked the Origami
exhibit area than any other exhibit area because they could create something and take it home with them.
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• When asked to identify their least favorite exhibit, the majority of interviewees said they disliked exhibits that they perceived to be either less hands-on or less intuitive than other exhibits. Mathematical Language
• Interviewees most commonly used mathematical language when referring to an exhibit or describing an activity, including terms such as “shape” and “pattern.” • Some interviewees further described exhibits and activities by referring to comparisons,
volumes, use of measurement, and problem-solving. • Interviewees also used mathematical language when explaining their understanding of the exhibition’s main message. For example, “The exhibition was about math,” and, “I think the exhibition has to do with shapes.”
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DISCUSSION
Flip it! Fold it! Figure it Out! provides visitors with math-rich, engaging experiences. Nearly all visitors expressed positive opinions about the exhibition, describing it as enjoyable and
educational. The exhibition succeeds on many fronts, including achieving the Museum’s goals of promoting math activity and discourse. Additionally, visitors to Flip it! Fold it! Figure it Out! stayed in the exhibition and at specific exhibits for longer than visitors in other science center exhibitions (e.g., RK&A 2002a; RK&A, 2000; Serrell, 1998).
While all of the observed visitors stopped at less than one-half of the components, they spent a significant amount of time at the components where they did stop. Visitors dwell time at specific interactive exhibits in Flip it! Fold it! Figure it Out! is much longer than comparable science center exhibits (RK&A, 2002a; 2004). The interactive components were a peak experience for many visitors. Visitors used a median of 6 interactive components of the 20 available—meaning they used a greater percentage of interactive exhibits than any other exhibit type. Corroborating the appeal of the interactive components is the finding that the 18 exhibits with the highest attraction power (as measured by the number of visitors that stopped at each) were interactive—more than one-half of the 32 available exhibits. Visitors also spent considerable time at interactive components—a median of almost 10 minutes at physical interactive exhibits, 7
minutes for the computer interactive, and 1 minute for the visual interactive exhibits. Studies of comparable exhibitions have shown that visitors spend on average less than 4 minutes at interactive exhibits (RK&A, 2000; 2002b; 2004). These findings suggest that visitors are focused on the activities in Flip it! Fold it! Figure it Out! and are enjoying their experiences.
Exhibition Goals
Flip it! Fold it! Figure it Out!, as a whole exhibition, successfully engaged adults and children in the processes of mathematics. Almost all visitors were observed successfully completing at least one activity (e.g., creating a beat pattern, quilt square, origami model, etc.); and adults were just as likely to complete an activity as children. Almost all visitor groups frequently engaged in coaching or related social behaviors, suggesting that adults and children were comfortable working with and supporting one another in the activities. In addition, visitors were observed stopping at seven exhibit components, far exceeding the Museum’s goal of three stops.
Likewise, over four-fifths of visitors stopped at components in two of the three thematic areas—pattern, shape, and size. More impressive than visitors’ behavior, however, were interviewees’ responses, which demonstrated that most visitors recognized the exhibition’s relationship to math and used the underlying design themes of Flip it! Fold it! Figure it Out!—pattern, shape, and size—to describe the relationship.
Visitor Behaviors: Origami Exhibit Area
The interactive components in Flip it! Fold it! Figure it Out! were extremely popular, especially the Origami exhibits. The data sets each revealed positive findings about the Origami exhibits. During the exit interviews, interviewees cited the Origami exhibits as their favorite. Based on the timing and tracking observations, visitors spent the most time, on average, at the Origami computer interactive—almost 7 minutes. The stationed observations revealed that children often
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wished to spend more time at the Origami exhibit area, but were directed elsewhere by their parents. Interviewees said that the Origami exhibits were they favorite. Visitors were attracted to and motivated to use the Origami exhibits, more so than other exhibits, raising the question: What makes the Origami exhibits so compelling?
Based on previous evaluation studies, the Origami exhibit area embodies many of the characteristics of a “good” science center exhibit. From a design perspective, many good
interactive exhibits employ multiple media (e.g., virtual and physical models) (RK&A, 2000). From the visitor perspective, good exhibits often invite visitors to participate in a step-by-step process (RK&A, 2000). As visitors go through the process, good exhibits invite visitors to check their progress or compare their work with a model—physical or virtual (RK&A, 2006; RK&A, 2000). Furthermore, good exhibits allow visitors to complete a task that has a “correct” answer; that is, visitors know when they have achieved success (RK&A, 2002a; RK&A, 2004). When visitors make mistakes, there are no consequences, but rather they are encouraged to start over. Finally, visitors enjoy exhibits that have something physical that they can make and take home with them (Screven, 1974). The Origami exhibit area reflects all of these positive exhibit qualities, resulting in an extremely popular and engaging visitor experience.
Level of Crowding
The analysis revealed that the level of crowding in Flip it! Fold it! Figure it Out! affected how visitors behaved and experienced the exhibition, yet not how long they stayed. The more crowded Flip it! Fold it! Figure it Out! was, the more likely visitors were to stop at a higher
number of exhibits. That is, visitors looked at more components when there were more people in the exhibition. Likewise, the popularity of visual interactive components increased as the level of crowding increased. The relationship between level of crowding and visitor behavior makes sense. As an exhibition becomes more crowded, visitors have to wait their turn to use an interactive exhibit. While they wait, they choose to look at the more visual exhibits that they might otherwise bypass. Even though visitors did not spend much time at the displays and
panels in Flip it! Fold it! Figure it Out!, the displays and panels provided the necessary elements to capture the visitors’ attention while they waited for the more popular interactive components.
Mathematical Discourse
The language visitors used while in the Origami exhibit area and to describe their experiences in the exhibition overall, provides insight into how they perceive the relationship between the
exhibition and mathematics. Visitors’ natural discourse in the Origami exhibit area was different from the prompted language they used in the exit interviews. The stationed observations in the Origami activity area allowed evaluators to study visitors as they engaged in mathematical
processes; the interviews created opportunities for visitors to talk with an evaluator about math – or not – in their own words.
At the Origami activity area, visitors’ use of math language was more ambiguous than during the exit interviews. That is, while doing origami the visitors rarely used the math-specific words they commonly employed during the interviews. Instead of explicitly using mathematical
language while in the Origami activity area, visitors used more common terminology (e.g., top,
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bottom, bigger, smaller) as they engaged directly in mathematical actions (e.g., measuring and comparing). While visitors to the Origami area did not use the word “compare,” almost all
compared their origami to the computer screen, the cup model, and/or to other visitors’ origami. However, most interviewees used math language during the interview. The interview process encouraged visitors to reflect on their experience, resulting in visitors thinking more deeply about the exhibition’s math content.
Visitors’ Perceptions of Mathematics
Flip it! Fold it! Figure it Out! successfully engaged visitors in mathematical activities and promoted mathematical dialogue, yet it is difficult to ascertain whether visitors expanded their perceptions of the range of activities within the field of mathematics. During the exit interviews most interviewees narrowly defined math in terms of concrete and familiar terms (e.g., geometry, angle, and addition).
Visitors had some difficulty connecting an activity or concept they found within the exhibition to something from their everyday lives. Many adults made connections to routine activities, like cooking; however, children had difficulty realizing the activities in the exhibition are authentic, real-live activities. Some children were reminded of “school” or “math assignments,” but not of their day-to-day experiences outside of school. The “real world” activities in Flip it! Fold it! Figure it Out! focus on more adult activities like quilting and shopping, activities out of the
realm of most children’s experiences. As a result, adults readily made connections, whereas few children did.
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REFERENCES
Randi Korn & Associates, Inc. (2006). “Fort Worth Museum of Science and History Summative
Evaluation Lone Star Dinosaurs.” Unpublished manuscript. Forth Worth, TX: Forth Worth Museum of Science and History.
Randi Korn & Associates, Inc. (2004). “The Lemelson Center for the Study of Invention and
Innovation, Smithsonian Institution National Museum of American History Invention at Play Summative Evaluation.” Unpublished manuscript. Washington, DC: The Lemelson Center.
Randi Korn & Associates, Inc. (2002a). “Science Museum of Minnesota Playing with Time
Summative Evaluation.” Unpublished manuscript. Saint Paul, MN: Science Museum of Minnesota.
Randi Korn & Associates, Inc. (2002b). “Space Science Institute MarsQuest Summative
Evaluation.” Unpublished manuscript. Boulder, CO: Space Science Institute.
Randi Korn & Associates, Inc. (2000). “Visitor Experiences in Four Permanent Galleries at the
Tech Museum of Innovation.” Unpublished manuscript. San Jose, CA: The Tech Museum of Innovation.
Screven, C.G. (1974). The Measurement and Facilitation of Learning in the Museum
Environment: An Experimental Analysis. Washington, DC: Smithsonian Institution Press.
Serrell, B. (1998). Paying Attention: Visitors and Museum Exhibitions. Washington, DC:
American Association of Museums.
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INTRODUCTION
This report presents the findings of a summative evaluation of the traveling exhibition Flip it! Fold it! Figure it Out! conducted by Randi Korn & Associates, Inc. (RK&A), for the North Carolina Museum of Life and Science in Durham, North Carolina. Flip it! Fold it! Figure it Out! was funded by the National Science Foundation.
Data collection took place in February and March 2006 at the Children’s Science Explorium in Boca Raton, Florida. The evaluation documents the exhibition’s effectiveness and was designed to examine:
• Whether the exhibition achieves its learning goals and objectives (see Appendix A);
• How visitors behaved in the exhibition
o How much time did visitors spend at each exhibit and in the whole exhibition? o Do visitors use the exhibits in groups or independently? o Which exhibits attracted their attention? o At how many exhibits do visitors stop? o How many activities do visitors complete?
o Did visitors use all three interpretive strands: pattern, shape, and size? o Do visitors use mathematical language?;
• Visitors’ affective experiences
o How did visitors feel about their exhibition experiences (overall satisfaction versus expectation)?
o Did visitors, especially parents, feel comfortable engaging in math activities? o Did visitors find the experiences engaging and enjoyable?; and
• The meaning visitors constructed from their experiences
o Do visitors realize they were engaged in math processes? o Do they grasp the intended messages?
o What aspects of the experience are most effective in conveying the intended messages? o What connections do visitors make between their experiences in the exhibition and their lives?
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METHODOLOGY
RK&A used three data collection strategies to assess visitors’ experiences in Flip it! Fold it! Figure it Out!: timing and tracking observations, stationed observations, and uncued exit interviews.
Timing and Tracking Observations
Visitor observations provide an objective and quantitative account of how visitors behave and react to exhibition components. Observational data indicate how much time visitors spend within an exhibition and suggest the range of visitor behaviors.
All visitors six years of age and older were eligible to be unobtrusively observed in the exhibition. The evaluator selected visitors to observe using a continuous random sampling method. In accordance with this method, the observer stationed herself at the exhibition’s entrance and observed the first eligible visitor to enter. The observer followed the selected visitor through the exhibition, recording the exhibits used, select behaviors, and total time spent in the exhibition (see Appendix B for the observation form). When the visitor completed his or her visit, the observer returned to the entrance to await the next eligible visitor to enter the exhibition.
Stationed Observations
To provide a more detailed analysis of experiences at a specific activity, RK&A conducted stationed observations at the Origami exhibit area. During stationed observations, the evaluator watched as visitors used the activity, writing a detailed description (called “thick description” in the anthropology field) about what they were doing, how they were interacting with other visitors, and when possible recording the dialogue. In addition to the exhibited behaviors, the observer also noted the approximate ages and genders of the observed visitors (see Appendix C for the observation guide).
The evaluator watched visitors at the Origami exhibit area for five hours. The evaluator
positioned herself unobtrusively and observed visitors in such a way as to not impact visitors’ experiences at the exhibit area.
Exit Interviews
Open-ended interviews encourage and motivate interviewees to describe their experiences,
express their opinions and feelings, and share with the interviewer the meaning they constructed from an experience. Open-ended interviews produce data rich in information because interviewees talk about personal experiences.
Upon exiting the exhibition, visitors nine years of age and older were eligible to be selected (following a continuous random sampling method, as described above) to answer several
questions about their exhibition experiences (see Appendix D for the exit interview guide). The interview guide was intentionally open-ended to allow interviewees the freedom to discuss what
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they felt was meaningful. All interviews were audio-recorded with participants’ permission and transcribed to facilitate analysis.
DATA ANALYSIS
Quantitative Analysis
The quantitative observational data were entered into a computer and analyzed statistically using SPSS for Windows, a statistical package for personal computers. Frequency distributions were calculated for all categorical variables (e.g., gender, age group). To examine the relationship between two categorical variables (e.g., use of an exhibit and age group), cross-tabulation tables were computed to show the joint frequency distribution of the two variables, and the chi-square statistic (X2) was used to test the significance of the relationship.
Summary statistics, including the mean (average), median (data point at which half the responses fall above and half fall below), and standard deviation (spread of scores: “±” in tables), were calculated for the time data.3 To compare the means of two or more groups, an analysis of variance (ANOVA) or a Mann-Whitney U test were performed. The level of significance was set at 0.05 because of the moderate sample size. When the level of significance is set to p = 0.05, any relationship that exists at a probability (p-value) of ≤ 0.05 is termed “significant.” When a relationship has a p-value of 0.05, there is a 95 percent probability that the relationship being explored truly exists; that is, in 95 out of 100 cases, there would be a relationship between the two variables (e.g., gender and preferences for visiting). Conversely, there is a 5 percent probability that the relationship does not really exist; in other words, in 5 out of 100 cases, a relationship would appear by chance. Within the body of the report, only statistically significant results are discussed.
Qualitative Analysis
The stationed observation data are qualitative, meaning the results are descriptive, following the field notes narrative quality. Likewise, the interview data are qualitative, displayed the
interviews’ conversational nature. In analyzing the data, the evaluator studied behaviors and responses for meaningful patterns, and, as patterns and trends emerged, grouped similar
responses. To illustrate interviewees’ thoughts and ideas as fully as possible, this report includes verbatim quotations (edited for clarity).
In addition, to gauge whether visitors identified the exhibition as mathematical, the evaluator used discourse analysis to examine the language and behaviors visitors exhibited while at the Origami Exhibit area and during the exit interviews. In collaboration with NCMLS staff, RK&A 3
For the most part, medians rather than means are reported in this document because, as is typical, the number of components used and the time spent by visitors were distributed unevenly across the range. For example, whereas most visitors spent a relatively brief time with exhibition components, a few spent an unusually long time. When the distribution of scores is extremely asymmetrical (i.e., “lopsided”), the mean is strongly affected by the extreme scores and, consequently, falls further away from the distribution’s central area. In such cases, the median is the preferred measurement because it is not sensitive to the values of scores above and below it—only to the number of such scores.
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used the observation and interview data to generate words a list of words and/or phrases that qualified to be in a word pool of acceptable math words and phrases. If visitors’ remarks did not include words or phrases in the word pool, their comments were carefully analyzed to determine whether their expression of ideas qualified as making the appropriate math connections. The goal of analysis was to determine how many of the observed visitors pieced together the
exhibition’s big idea (i.e., math is a part of everyday activities) and to present how they talked about the big idea.
REPORTING METHOD
The data in this report are both quantitative and qualitative. For the quantitative data, tables and graphs display the information. Percentages within tables may not always equal 100 owing to rounding. The findings within each topic are presented in descending order, starting with the most frequently occurring.
Interview data are presented in narrative. The interviewer’s remarks appear in parentheses, and, for visitors, an asterisk (*) signifies the start of a different speaker’s comments. Trends and themes in the interview data are also presented from most- to least-frequently occurring.
Findings in each report are presented in three main sections: I. Timing and Tracking Observations II. Stationed Observations III. Exit Interviews
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I. PRINCIPAL FINDINGS: TIMING AND TRACKING OBSERVATIONS
Observers trained by RK&A collected data in the Flip it! Fold it! Figure it Out! exhibition at the Children’s Science Explorium in Boca Raton, Florida over 27 days in February and March 2006. The data collectors observed 101 walk-in visitors, ages six years and older.
DATA COLLECTION CONDITIONS
Evaluators conducted the majority of observations on weekday afternoons during low to moderate visitation conditions (see Table 1). Almost one-quarter of visitors encountered an exhibit that was not reset, meaning all of the components were not present and/or ready for use (e.g., there was no paper available at the origami activities).
Table 1
Data Collection Conditions
Condition
%
Day (n = 101)
Weekday 55.4 Weekend day 44.6
Time of Day (n = 101)
PM 73.3 AM 26.7
Crowding Level (n = 101)
Few 42.6 Moderate 37.6 Crowded 19.8
Exhibit Status (n = 101)
Reset 76.2 Not Reset 23.8
Not Broken 87.1
Broken 12.9
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VISITOR DEMOGRAPHICS
More than one-half of visitors were female and less than one-half were male (58 percent and 42 percent, respectively). More than one-half of visitors (58 percent) were adults (16 years of age and older), with the largest age group being 25 to 44 years of age (37 percent). Less than one-half of visitors (42 percent) were children (15 years of age and younger), with the largest group being 9 to 11 years old (18 percent). It is important to note that many visitors were children under 6 years of age. However, they were not eligible to participate in this study and are therefore not represented in the visitor demographics.
Table 2
Visitor Demographics
Characteristic
%
Gender (n = 99)
Female 57.6 Male 42.4
Age Group (in years) (n = 101) 6 to 8 16.8 9 to 11 17.8 12 to 15
6.9
16 to 24 5.0 25 to 44 36.6 45 to 64 11.9 65 or older
5.0
As presented in Table 3, almost all visitors in the sample were visiting in groups comprised of adults and children (87 percent).
Table 3
Group Composition
(n = 101)
Group Composition
%
Adults and children 87.1
Alone 7.9 Children only 3.0 Adults only 2.0
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OVERALL VISITATION PATTERNS
Total Time Spent in the Exhibition
Visitors spent a median time of close to 15 minutes in Flip it! Fold it! Figure it Out! (see Table 4). The shortest time a visitor spent in the exhibition was 49 seconds and the longest time was slightly less than one hour.
Table 4
Total Time Spent in Flip it! Fold it! Figure it Out!
(n = 101)
Median
Minimum
Maximum
Mean
±
14 minutes, 33 seconds
49 seconds
53 minutes, 45 seconds
17 minutes, 32 seconds
12 minutes, 17 second
When RK&A compared the total time spent in the exhibition among demographic characteristics and data collection conditions, one statistically significant relationship emerged (see Table 5). Visitors with children spent more time in the exhibition than visitors without children; however, it is important to note than eight visitors were in adult only groups.
Table 5
Differences in Time Spent in Flip it! Fold it! Figure it Out! by Group Composition
(n = 101)
Group composition
*
Median Time
±
Visitors with children Visitors without children
15 minutes, 12 seconds4 minutes, 51 seconds
12 minutes, 45 seconds 7 minutes, 46 seconds
*Mann-Whitney U = 172.5; p = 0.01
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To compare Flip it! Fold it! Figure it Out! with other exhibitions of similar size, RK&A used Serrell’s “Sweep Rate Index” (SRI).4 The SRI is calculated by dividing the exhibition’s square footage5 by the average total time spent in the exhibition.6 The lower the SRI, the more time visitors spent per square foot of space. The SRI for Flip it! Fold it! Figure it Out! is 87 square feet per minute. The SRI for Flip it! Fold it! Figure it Out! is much lower than Serrell’s average SRI for similar science exhibitions.7 This means that visitors in Flip it! Fold it! Figure it Out! are moving at a much slower rate than visitors in other science center exhibits.
Total Number of Exhibits Stopped At
Flip it! Fold it! Figure it Out! includes 32 exhibits at which visitors could stop. For this evaluation, a “stop” was defined as a visitor standing for three seconds or longer in front of a component. If a visitor returned to a component at which s/he had previously stopped, this return was not counted as an additional stop, but the amount of time spent was included in the total time spent at the component.
Visitors stopped at between one and 15 exhibits in Flip it! Fold it! Figure it Out! (see Table 6). Visitors stopped at a median of seven exhibits (22 percent of available exhibits) in the exhibition.
Table 6
Total Number of Exhibits Stopped at in Flip it! Fold it! Figure it Out!
(n = 101)
Median
Minimum
Maximum
Mean
±
7 1 15 7 4
4
Serrell, B. (1998). Paying attention: visitors and museum exhibitions. Washington, D.C., American Association of Museums. 5
Flip it! Fold it! Figure it Out! is about 1,500 square feet. 6
The average total times were used in the SRI calculation in accordance with Serrell’s methods. Throughout the rest of the report, the median times are reported, as the median is standard for time data unevenly distributed across its range. 7
Serrell reports an average SRI of 359.9 (±200.5) for science-related exhibitions.
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When RK&A compared the total number of stops visitors made in the exhibition among demographic characteristics and data collection conditions, two statistically significant relationships emerged. Adults made fewer stops than children (see Table 7). The level of
crowding affected the number of stops visitors made; that is, visitors made more stops when the exhibition was crowded (see Table 8).
Table 7
Differences in Total Number of Stops made in
Flip it! Fold it! Figure it Out! by Age
(n = 101)
Age
*
Median # of Stops
±
Children 7 4.0 Adults 6 4.1
*Mann-Whitney U = 934; p = 0.02
Table 8
Differences in Total Number of Stops made in Flip it! Fold it! Figure it Out! by Level of Crowding
(n = 101)
Crowding Level
*
Median # of Stops
±
Few 5.0 3.6 Moderate 7.5 4.1 Crowded 8.5 4.3
*χ2 = 6.083; df = 2; p = 0.05
RK&A also used Serrell’s “Percentage Diligent Visitor Index” (%DV) to compare Flip it! Fold it! Figure it Out! to other exhibitions of similar size.8 The %DV is obtained by calculating the percentage of visitors who stopped at more than one-half of the exhibits. The higher the %DV, the more thoroughly visitors used the exhibition. The %DV for Flip it! Fold it! Figure it Out! is 0 percent—that is, no visitors stopped at more than one-half of the exhibits. The %DV for Flip it! Fold it! Figure it Out! is lower than Serrell’s average %DV for science centers.9 This means that visitors stopped at fewer exhibits in Flip it! Fold it! Figure it Out! (i.e., used it less thoroughly) than did visitors in other science center exhibitions.
8
Serrell, B. (1998). Paying attention: visitors and museum exhibitions. Washington, D.C., American Association of Museums. 9
Serrell reports an average %DV of 13.5 percent (±12.0) for science centers.
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VISITATION TO EACH EXHIBIT TYPE
The exhibition included six main types of exhibits: physical interactive, object, visual interactive, computer interactive, activity, and information panel.
Time Spent at Each Exhibit Type
RK&A summed the time spent at individual exhibits by exhibit type and found that visitors spent the most time at physical interactive exhibits (median time of 9 minutes, 52 seconds) (see Table 9).
Visitors spent the least time at stand-alone activity panels (median time of 6 seconds). No visitors stopped at the stand-alone information panel.
Table 9
Time Spent at Each Exhibit Type
Number of Number of
Exhibits Visitors that
Exhibit Type*
Available
Stopped
Median Time
Physical interactive 14 96 9 minutes, 52 seconds Computer interactive 1 43 6 minutes, 52 seconds Object-based exhibit 10 4 51 seconds Visual interactive 5 70 55 seconds Activity panel 1 5 6 seconds Information panel
1 0
n/a
*See Appendix F for the classification of each exhibit.
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When the time spent at each exhibit type was examined among demographic characteristics and data collection conditions, one statistically significant relationship emerged. When the
exhibition was more crowded, visitors looked at more visual interactive exhibits (see Table 10).
Table 10
Differences in Time Spent at Visual Interactive Exhibits by Level of Crowding
(n = 70)
Exhibit Type
Significant Variable*
Median Time
±
Visual interactive exhibits
Crowding level: Few
Moderate Crowded
46 seconds 1 minute, 17 seconds 50 seconds 1 minute, 35 seconds 2 minutes, 0 seconds 2 minutes, 19 seconds
*χ2 = 9.402; df = 2; p = 0.01
Stops at Each Exhibit Type
As shown in Table 11, nearly all visitors stopped at physical interactive exhibits (95 percent). More than two-thirds stopped at the visual intereactive exhibits (69 percent). The fewest visitors stopped at activity panels and object-based exhibits (respectively, 5 percent and 4 percent). Visitors stopped at a median of four physical and two visual interactive exhibits.
Table 11
Stops Made at Each Exhibit Type
(n = 101)
Exhibit Type*
Number of
Exhibits % of Visitors Median Number Available that Stopped of Stops
Physical interactive
Visual interactive Computer interactive Activity panel
Object-based exhibit Information panel
14 5 1 1 10 1
95.0 69.3 42.6 5.0 4.0 ---
4 2 --- --- 1 ---
*See Appendix F for the classification of each exhibit.
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When the total number of stops made at an exhibit type was examined among demographic characteristics and data collection conditions, one statistically significant relationship emerged. Visitors stopped at more visual interactive exhibits when the exhibition was more crowded (see Table 12).
Table 12
Differences in Number of Stops Made at Visual Interactive Exhibits
by Level of Crowding
(n = 70)
Exhibit Type
Significant Variable*
Median # of Stops
± 0.9 1.0 1.1
Visual Interactive Exhibits
Crowding level: Few
Moderate Crowded
2 2 3
*χ2 = 8.133; df = 2; p = 0.02
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VISITATION TO INDIVIDUAL EXHIBITS
Time Spent at Each Exhibit
See Tables 13 and 14 (below and next page) for the median time visitors spent at each exhibit. The exhibits at which visitors spent the most time (longest dwell times) are shown in Table 13. Not including the Design Views information panel where no visitors stopped, visitors spent the longest time at the Origami computer interactive (median time of over 6 and one-half minutes), followed by the Drinking Glass physical interactive and Origami cup physical interactive (with median times of over 2 minutes and almost 2 minutes, respectively).
Table 13
Exhibits with the Longest Dwell Times
Exhibit Name
Origami computer interactive
Drinking Glass physical interactive Origami Cup physical interactive Beat Patterns physical interactive Video Spinner visual interactive
Quilt Table physical interactive
Compare Two Cylinders physical interactive Tiling physical interactive
Measure Up physical interactive
Shopping for Volume physical interactive Birthday Cake Challenge physical interactive Cone, Hemisphere, Cylinder physical interactive Cube Puzzle physical interactive
Geometric Shapes Puzzle physical interactive
n 43 52 29 61 29 36 29 43 20 32 23 21 31 27
Median Time (Seconds)
395.0 140.5 107.0 101.0 100.0 91.0 85.0 74.0 68.0 50.0 42.0 39.0 37.0 35.0
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As shown in Table 14, the exhibits at which visitors spent the least time were the Hexagon Hunt display and the Clap-Stomp-Clap activity panel (median times of 6 seconds each).
Table 14
Exhibits with the Shortest Dwell Times
Exhibit Name
Rubber Duckie Shadow visual interactive Count the Reflections physical interactive Tile Magic visual interactive
Teacup Shadow visual interactive Origami Zoo objects
Map display
Patterns Around Us display
Kaleidoscope physical interactive Pattern Detective display Reflecting on Patterns display Cubes Shadow visual interactive Telescope display Hanging Quilt
Interlocking Tetrahedra display Measurement tool display
Clap-Stomp-Clap activity panel Hexagon Hunt display
n 24 15 25 35 14 3 4 20 5 3 32 3 21 9 6 5 5
Median Time (Seconds)
27.5 26.0 22.0 21.0 21.0 21.0 21.0 21.0 17.0 17.0 15.5 15.0 12.0 12.0 7.5 6.0 6.0
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Stops Made at Each Exhibit
See Tables 15 and 16 (below and next page) for the percentage of visitors that stopped at each exhibit. The exhibits at which the most visitors stopped (those with the strongest attraction power) are shown in Table 15. The most visitors stopped at the Beat Patterns physical
interactive and the Drinking Glass physical interactive (60 percent and 52 percent, respectively). Almost one-half of visitors stopped at the Origami computer interactive and the Tiling physical interactive (43 percent each).
Table 15
Percentage of Visitors Stopping at Each Exhibit: Most Visited Exhibits
(n = 101)
Exhibit Name
Beat Patterns physical interactive Drinking Glass physical interactive Origami computer interactive Tiling physical interactive
Quilt Table physical interactive Teacup Shadow visual interactive Cubes Shadow visual interactive
Shopping for Volume physical interactive Cube Puzzle physical interactive
Origami Cup physical interactive Video Spinner visual interactive
Compare Two Cylinders physical interactive Geometric Shapes Puzzle physical interactive Tile Magic visual interactive
% 60.4 51.5 42.6 42.6 35.6 34.7 31.7 31.7 30.7 28.7 28.7 28.7 26.7 24.8
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As shown in Table 16, the fewest visitors stopped at the Telescope display, Map display, and Reflecting on Patterns display (3 percent each).
Table 16
Percentage of Visitors Stopping at Each Exhibit: Least Visited Exhibits
(n = 101)
Exhibit Name
Rubber Duckie Shadow visual interactive Birthday Cake Challenge physical interactive Hanging Quilt
Cone, Hemisphere, Cylinder physical interactive Measure Up physical interactive Kaleidoscope physical interactive Count the Reflections physical interactive Origami Zoo objects
Interlocking Tetrahedra display Measurement tool display
Clap-Stomp-Clap activity panel
% 23.8 22.8 20.8 20.8 19.8 19.8 14.9 13.9 8.9 5.9 5.0
Pattern Detective display 5.0
Hexagon Hunt display 5.0 Patterns Around Us display 4.0 Telescope display 3.0 Map display 3.0 Reflecting on Patterns display 3.0
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BEHAVIORS
In addition to noting the time spent and stops made, data collectors noted several behaviors: looking at objects, reading panels, social interaction, completing activities, and misuse.
Summary of Behaviors
As shown in Table 17, almost all visitors completed at least one activity and engaged in social interaction (95 percent and 91 percent, respectively). The least common behavior was misusing an exhibit (8 percent).
Behaviors at each exhibit are shown in the tables in Appendix G.
Table 17
Summary of Behaviors
(n = 101)
Behavior
%
Complete activity 95.0 Social interaction 91.1 Read panel 51.5 Look at objects 44.6
Misuse 7.9
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II. PRINCIPAL FINDINGS: STATIONED OBSERVATIONS
Many of the exhibition’s activities were designed for multigenerational appeal and were intended to promote creative play behaviors and conversation associated with mathematics (see Appendix A for the Flip it! Fold it! Figure it Out! objectives). To provide a detailed account of how visitors used the activities, RK&A observed visitors at the most frequently used exhibit area: Origami.
The evaluator stationed herself at the Origami exhibit area and observed visitors as they used the activity. She noted visitors’ ages, genders, and familial relationships (if she was able to determine them) and wrote a detailed description of their actions and conversations.
RK&A observed visitors at the Origami exhibit area for five hours. A total of 208 visitors were observed.
ORIGAMI EXHIBIT AREA
While children were the primary users of the origami activities, parents and other adults used the activities too. Visitors tended to try multiple computer activities in addition to the low-tech alternative. Some selected activities based on the outcome (e.g., “I want to make a butterfly”), while others selected activities based on the perceived level of difficulty (e.g., “Let’s do this one, it has fewer steps”). Most visitors who attempted the low-tech activity successfully completed the origami cup; however, visitors were much less likely to complete a computer-led activity.
Visitors generally worked on their origami creations in pairs or groups, often collaborating with visitors outside their familiar social group. When parents or other adults lent support, children were more likely to successfully complete the task.
Demographics
RK&A observed 208 visitors at the Origami exhibit area. Over one-half of the visitors observed were children (under 12 years of age) and almost one-half were adults (56 percent and 44 percent, respectively). Sixty-one percent were female and 39 percent were male.
Many of the children ranged between 8 and 10 years of age (36 percent), followed closely by children 5 to 7 years of age (29 percent). Many of the adults were between 25 and 44 years of age (44 percent), followed closely by adults 65 years or older (39 percent).
How Visitors Used the Origami Activities
Children and adults were drawn to the Origami exhibit area, often calling other members of their group over to participate and/or look at the Origami Zoo objects. Creating origami was most often a shared or collaborative experience. Most children who began the computer activity independently enlisted the help of friends, parents, or other visitors. Likewise, most adults who began following the computer instructions on their own invited children to participate with them.
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However, a few visitors engaged in the origami activities without the collaboration of other visitors. In these instances, children were much less likely to successfully complete the activity than adults.
All adults and children 8 years of age or older immediately understood how to use both the computer interactive and the origami cup physical interactive either by reading the instructions or watching others use the interactives. Most children 7 years of age or younger asked the adult accompanying them and/or other visitors, “What do I do here?” After the activity was explained, most children needed to have an adult or older visitor lead them through the activity, step by step. Other children began folding their own creations (e.g., paper airplanes) or folding paper at random.
At the computer interactive, most visitors started from scratch working on their own creations, often clearing paper left by other visitors. Visitors often started with a moderately difficult or difficult activity. All visitors used the “back” button at least once to review a given folding step. As they proceeded through the steps, most experienced some frustration (e.g., crumpling partially folded paper and throwing it away; watching one step multiple times and saying, “I don’t get it.”). Most failed to complete their first creation and restarted the computer program, selecting an activity with fewer steps and or making their own paper art. When working independently, few visitors successfully completed any of the provided origami models. However, when visitors used the activity together, as was typically the case, they were much more likely to complete at least one origami animal. When visitors successfully completed an animal, they often attempted additional animals.
Visitors were more successful when they used the Origami cup physical interactive on their own. They folded paper according to the model, often holding their papers directly up to the model. Although the model was larger than the provided paper, visitors had no difficulty creating origami cups. Most visitors made many cups, often taking the cups with them.
At both the Origami physical and the computer interactives, visitors often folded multiple
creations. After completing a successful cup or animal, visitors continued to make more of the same or different origami creations. Most visitors were pulled away from the Origami exhibit area by other visitors in their group.
Group Dynamics
Most often, adults and children created origami together. At the computer interactive, usually one or two visitors would begin folding their own sheets of paper, and then others would ask or be invited to join. Often the adults and children were from multiple family groups or unrelated. For example, it was common to see two family groups comprised of adults and children work on origami together. It was also common to see an adult assisting an unrelated child. A few groups comprised entirely of children or adults were also observed making structures. There were only two instances when a lone child or adult created his or her own origami.
At the computer interactive visitors took turns in an orderly fashion, proceeding through the steps slowly and allowing time for all visitors to complete each step. Visitors waited patiently
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for one another to complete steps, often reviewing the steps on the computer, discussing how to complete a step, and/or demonstrating steps with their own paper. Many parents coached or praised their own children; likewise, they encouraged unrelated children.
At the Origami cup physical interactive, visitors were observed participating in adult-child pairs. In most cases, a parent assisted a child under the age of 5 in creating a cup. Parents often led the folding process, folding the paper for the child or assisting the child. Parents typically
encouraged children to hold their folded papers up to the model. In addition, pairs or groups of children often folded origami cups without the assistance of adults. There were only three instances when a lone child created his or her own origami cup. After creating an origami cup, almost all children attempted to drink from their cups.
Mathematical Language
Visitors were observed using a variety of mathematical language while in the Origami exhibit area (see Table 18, next page). It was most common for visitors to use such language when referring to or describing a specific part of their paper (e.g., top, bottom, edge, etc.). They often used these descriptive words when providing instructions to other visitors. Many visitors also talked about lines, specifically the straight and/or diagonal lines they were creating by folding paper.
Many visitors used comparisons or comparative language as they folded their origami creations. For example, visitors compared their origami to the image on the computer screen by holding their origami up to the computer. Visitors further compared the origami image on the computer screen noting that it had a colored side and white side, while the provided paper had two colored sides. At the Origami cup physical interactive, visitors compared their origami cup to the model, noting that the model was larger than the provided paper. Visitors also compared their origami to other visitors’ origami, expressing praise when they looked the same and frustration when they looked different.
Several visitors displayed counting behaviors, that is, they counted aloud as they followed the computer instructions. Some visitors also spoke in terms of fractions, most often employing the phrase, “fold it in half.” A few visitors used shapes to describe what they were doing and/or to provide instructions to other visitors (e.g., “You need to make yours look like a triangle.”). A couple visitors used language that implied matching. For example, “Now that you’ve finished that side, you have to do the same thing on the other side so it looks the same.” A couple visitors had more idiosyncratic responses, referring to the orientation of the paper (e.g., upside down) and working with precision.
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Table 18
Mathematical Language: Stationed Observations
Word or Phrase
Top, bottom, side, corners, middle Lines Comparison Counting Fractions Shape Matching Orientation Precision
Example
- Fold it top to bottom, then side to side.
- It has to go to the middle so it’s the same on each side. - Make it into a straight line.
- Fold it so you have a straight line to follow. - Fold it diagonally so you can see the lines. - See how yours looks like mine now.
- Our paper doesn’t have a white side like their paper does. - The paper they used to make the cup is bigger than ours. - We’re on step 10 of 19. - How many steps is this?
- We need to fold it in half.
- Flip it half way in so you fold the paper in half. - Fold it into a triangle, so these two corners touch. - Make it a square now.
- Fold it this way so the two bottom parts match up. - Make it look the same as the other side.
- You have to turn it upside down and follow the folds. - You’ve got to be precise when you take this end and put it right about here.
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III. PRINCIPAL FINDINGS: EXIT INTERVIEWS
RK&A conducted open-ended interviews with visitors during the mornings and afternoons of Friday, February 24 through Sunday, February 26, 2006. Of the 39 groups intercepted, nine declined to participate in the study, a 23 percent refusal rate, which is typical for museum evaluations. A total of 30 visitor groups were interviewed, comprising 50 individuals.
BACKGROUND INFORMATION
Data collectors interviewed 32 adults and 18 children under 18 years of age. More than one-half of interviewees were female (30 interviewees) and less than one-half were male (20
interviewees). Adults ranged in age from 18 to 65, although one-half (16 interviewees) were 55 years and older and the median age of adults was 45 years.10 Children ranged in age from five to 17 years, with a median age of 8 years. Almost all were visiting in multigenerational groups. More than one-half (17 visitor groups) of interviewed visitor groups had previously visited the Children’s Science Explorium in Boca Raton, with a median of three past visits. Less than one-half (15 visitor groups) were visiting for the first time.
VISITOR EXPERIENCE
Main Message
When asked to describe the exhibition’s main message, interviewees offered a range of ideas relating to mathematics, science, and learning. The majority said the exhibition was about mathematics in general and/or patterns or shapes specifically (see the first quotation below). Several mentioned reading about math on signage in the exhibition and one interviewee
described the main message almost verbatim (see the second quotation). Many interviewees said the exhibition intended to show science (see the third quotation). Some said the exhibition was about learning overall (see the fourth quotation), whereas several had more idiosyncratic interpretations of the main message, including quilting and “time, space, and dimension.” Several children said they did not know what the exhibition was trying to show or tell them.
(Just off the top of your head, what do you think this exhibition is trying to show or tell people?) I think it’s just trying to teach the children about patterns and math, you know, putting things together and figuring things out. It’s challenging them to use their heads. [male, 30 years]
[The exhibition] is showing that you can work with math and how you can apply math to basically almost everything. [female, 45 years]
[The exhibition] is about science. But it’s mainly introducing science to children in a way which is very easy for them to grasp. [female, 30 years]
10
Adults’ ages were estimated by the interviewer, whereas children’s ages were asked directly.
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I guess [the exhibition] is trying to get [visitors] to learn by having fun. [female, 65 years]
Personal Connections
When interviewees were asked how, if at all, the exhibition reminded them of ways they use math in everyday life, over three-quarters of interviewees said that they did draw connections between their math-related activities at home, work, or school and those in the exhibition.
Nearly one-half of interviewees described one or more of the Size It Up exhibits11 as reflective of math activities (e.g., measuring, pouring) that they or their families do in the kitchen (see the first and second quotations below) or of school math concepts (e.g., volume, geometry) (see the third quotation).
(Describe a moment when you were using the exhibition that reminded you of something you do at home/work/school?) The only thing I could relate to is measuring because we are constantly measuring for cookies. [female, 65 years]
When you put the beads in the cup, it’s like how much you pour in the morning when you want a drink. I do this during school, too. (At school, too? So what are they trying to show you?) How much was inside of it, the measurements. [female, 8]
Size It Up. (Why?) Because it had to do with the largest volume and I learned that in school. [female, 9 years]
Some interviewees, nearly all adults, said they related to the Quilt Activity table because quilting is an activity they do at home that requires basic math knowledge (see the first and second quotations below). On the other hand, some interviewees, adults and children, connected with Beat Patterns because they play instruments or like music and understand the relationship between math and music (see the third quotation). A few older children said origami is a familiar activity that uses math concepts like angles and shapes (see the fourth quotation).
[The exhibition] just really reminds me of my quilts. (And how does quilting remind you of math?) You know, half squares, whole squares, triangles—all the different shapes. That’s math! [female, 65]
I quilt. And it is all about math. (So you could relate to the quilt activity?) Yes, and measurements. I like the triangles, squares, hexagons. [female, 45]
I was looking at the rhythm exhibit [Beat Patterns] and that obviously has a connection [to math in everyday life]. (Why is that?) Just because of the division of time with notes or with rhythms. [male, 35]
The origami had a lot to do with the math because it is like at what angle should you fold the paper so it will come out nice and all of that. [female, 17]
Size It Up exhibits included: Measurement Tool display; Shopping for Volume; Measure Up graph; Cone, Hemisphere, Cylinder station; Compare Two Cylinders station, and; Drinking Glasses station.
11
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Several children said the Puzzling Shapes exhibits reminded them of puzzles used in math class (see the first quotation below). Several adults said that the Tiling Shapes exhibit reminded them most of math used in everyday life because creative use of shapes and colors is part of their job or hobby (see the second quotation). In contrast, some interviewees said that they were “clueless” about how activities in the exhibition related to their personal use of math. Some
others said they were thinking about math in the exhibition but “just not math you do every day.”
Maybe the puzzle one. (Why?) Because we work on puzzles like that in math class sometimes. (So it was familiar?) Yes, and also because everything has a shape. [male, 10]
I am an architect and I think about math all the time, continuously . . . The tiles [connect to my daily life] because those kinds of shapes are what I work with all the time. [male, 65]
Overall Opinion
While interviewees had difficulty restating Flip It! Fold It! Figure It Out’s main message in their own words, nearly all said the exhibition provided an enjoyable learning experience. Most
described the exhibition as “excellent,” “cool,” or “great.” Many complemented the interactivity and variety of exhibits (see the first and second quotations), and some interviewees said the exhibition provided both children and adults with fun learning opportunities (see the third
quotation). A few interviewees said that they liked the exhibition’s focus on math (see the fourth quotation), although a couple others said the level of information provided is too high for younger children.
[The exhibition] was fun. (What made it fun?) It is fun because you get to do lots of cool stuff. *I thought it was educational. [female, 9 and male, 45]
[Overall, what did you think of this exhibition?] It was good. It had a lot of variety, different things to keep the kids busy and they get to learn something, too. [male, 30]
[The exhibition] was very nice. (What did you like about it?) It was creative and the children would learn to think about the abstract and the patterns. And it was nice for adults, too. [female, 65]
[The exhibition] was excellent because you have to use imagination-- *And compare measurements. **It made you think about math. [female, 65 and male, 65]
Favorite Exhibits
When asked to name their favorite exhibit, interviewees mentioned one or more of the same nine exhibits—all of them interactive. More interviewees said they liked the Origami area than any other exhibit because they could create something and take it home with them (see the first quotation below). Many interviewees said Beat Patterns, Shapes and Shadows, and/or various Size It Up exhibits were their favorite exhibits, each for different reasons. Interviewees liked
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Beat Patterns because it enabled them to create music in a unique way. They liked Shapes and Shadows because they could guess and test their answers (see the second and third quotations). Younger children said they enjoyed filling containers with beads in Size It Up, while a few older children enjoyed lining up bottles of different volumes at Shopping for Volume (see the fourth and fifth quotations).
(Which exhibit was your favorite?) The origami. (Why?) Because it is more hands on [than other exhibits]. You get to do something and take it home. [female, 30]
I liked the beat machine . . . I have never seen anything like it before. I thought it was interesting and the technology was great! It gives you a lot of options, a lot of different things you can do with it to make music. [male, 30]
[My six-year-old grandson liked] Shapes and Shadows because he saw it and because the other exhibits did not have him do that much hypothesizing. I don’t know about younger children but he enjoyed hypothesizing and receiving an immediate response. [female, 65]
Believe it or not, [my three-year-old granddaughter]’s favorite was the little beads and filling up the containers. [Size It Up?] Yes. (Why was that?) I don’t know, I think there was more opportunity for something different to happen and the other kids were also playing with it, and it was interactive. [male, 65]
(Which exhibit was your favorite?) The [exhibit] with the bottles, where you found out which one of them has the largest volume. (Shopping for Volume?) Yes. [female, 9]
Many interviewees, nearly all adults, said they enjoyed the Quilt Activity table more than any other exhibit because they could create their own patterns using felt pieces (see the first
quotation below). Likewise, some interviewees—adults and children—said their favorite exhibit was Tiling Shapes because everyone could create their own patterns using tiles (see the second quotation), whereas some other interviewees preferred to watch interesting patterns, shapes, and images in motion they controlled by using the Kaleidoscope or the Video Spinner (see the third and fourth quotations). A couple interviewees, both children, said the shape puzzles were among their favorite exhibits because they enjoyed the challenge of fitting different shapes through different holes.
(Which exhibit was your favorite?) For me, it was the quilting because it is really an adult pastime. *Women do quilting. But one time I wanted to do it because I had a
collection of men’s ties that I wanted to cut up into pieces but I had no idea how to make a quilt. Now here I saw how simple it would be to make a pattern! [female, 65, male, 65]
The pattern-making with the tiles. (What did you like about that one?) It is very creative and the children do their own thing. Everybody uses their own imagination. [female, 65]
It was cool when I looked at the kaleidoscope. When I would spin it and it looked like so many different shapes were in it but when I looked in it again there were only a few shapes and they were moving and changing. [female, 7]
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[My seven-year-old son] liked the video the most because he was able to see how an air bag deploys. It is all about how the air bag is wrapped up like origami and then it comes out like Jiffy Pop. [female, 40]
Least Favorite Exhibits
When asked to identify their least favorite exhibit, the majority of interviewees said they disliked exhibits that they perceived to be either less hands-on or less intuitive than other exhibits. While some interviewees said Shapes and Shadows was their least favorite exhibit because they could only look at the shadows and not manipulate them, some others disliked the exhibit because it was difficult to understand (see the first and second quotations below). Some interviews said their least favorite exhibits were “static” ones like Patterns Detective that displayed objects and text panels without activities (see the third quotation). Others said their least favorite exhibit was Beat Patterns because it looked complicated (see the fourth quotation).
(Any least favorite exhibit?) Shapes and Shadows because you could not change the shapes that they had on display. [male, 10]
I think the Shapes and Shadows exhibit is very difficult for any of the young children—for all the people. You have to have a good sense of perception and most people don’t have that, it’s an acquired thing. [male, 65]
I would say the area [Patterns Detective] where you can’t do anything; you’re just looking at everything. The middle area with the patterns behind the hanging quilt, [my seven and four-year-old children] did not really have a lot of interest in that because they were busy doing activities. [female, 35]
The drum machine [Beat Patterns] because it was too complicated. I didn’t know how to play it. [male, 7]
Less than one-half of interviewees said they could not name a least favorite exhibit when asked because they “liked them all.”
Mathematical Language
Interviewees used a variety of mathematical language to describe their exhibition experiences (see Table 19). Interviewees most commonly used such language when referring to an exhibit or describing an activity. Many interviewees used terms like “shape” and “pattern,” including one interviewee who said, “Different shapes create different patterns,” when describing what she did at the Quilt Activity table. Some interviewees further described exhibits and activities by
referring to comparisons, volumes, use of measurement, and problem-solving. At the Size It Up exhibits, a few interviewees said they compared containers to determine which one held the most, while others recalled using measurement in school or at home. At the Shapes and
Shadows exhibit, visitors described problem-solving by looking at different shadows of an object to determine its identity. A few visitors also spoke in terms of fractions about exhibit activities,
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using phrases like, “pouring half a cup or a cup.” A couple visitors used language relating to size. For example, “The kids’ favorite is figuring out the size with the beads.”
Interviewees also used mathematical language when explaining their understanding of the
exhibition’s main message. Some interviewees said, “The exhibition was about math,” whereas others interpreted the message more narrowly. For example, one said, “I think the exhibition has to do with shapes.” A couple of visitors said the exhibition was about spatial relations, adding that for this reason it was “really good.”
Table 19
Mathematical Language: Exit Interviews
Word or Phrase Shape Pattern Math
Comparison
Example
- I think the exhibition has to do with shapes. - Different shapes create different patterns. - Try and follow the pattern or make your own.
- We were working on the different patterns of beats. - The exhibition was about math.
- She was interested that the beads went through some funnels faster than others.
- You figure out this one is bigger than that one and some are really the same.
- The children were figuring out which one holds the most. - It was about the largest volume and I learned that in class.- The graph reminded me of school when our teacher was trying to show us feet and measurement.
- The only thing I could relate to was measuring. - I wanted to figure out what the shadows were of. - At what angle do you have to fold the paper? - The quilt is about geometry.
- I saw the top, the bottom, and the inside of a thing. - I think the spatial stuff is really good.
- Like when you’re cooking, pouring half a cup or a cup. - The children were concentrating on two triangles making one square.
- The kids’ favorite is figuring out the size with the beads.
Volume Measure Problem-solve Geometry Spatial Relations Fractions Size
Randi Korn & Associates, Inc. 27
Randi Korn & Associates, Inc. APPENDICES
28
APPENDIX A
Flip It, Fold It, Figure It Out!
Exhibition Intended Visitor Outcomes
Experiential Outcomes
Visitors will identify the activities undertaken in the exhibition area as mathematics. Visitors will diversify their understanding of the range of activities within the field of mathematics.
Visitors will be able to relate an activity or concept they found within the exhibition to something from their everyday lives, either in school, work, or home.
Visitors will be able to describe mathematics using one or more words used in the exhibit area, such as pattern, shape, or volume.
Visitors will name an action to describe mathematics, such as measure or compare.
Behavioral Outcomes
Visitors will be drawn to the interactive exhibits and use them as designers intended. Families or visiting groups will use the interactive exhibits together. Visitors will stop and interact with at least three exhibit components.
Visitors will successfully complete one activity that they visit (for example, create a beat pattern, create a pattern on a quilt, add data point to the measure up graph, complete an origami model, etc.).
Visitors in groups will talk about mathematics while using the exhibits to describe their actions to a group member, to explain their actions, or relate their activity to their everyday lives.
Randi Korn & Associates, Inc. 29
APPENDIX B
Timing and Tracking Observation Form
FIND THE BEAT ID # _____________
Exhibit
1. Beat Patterns Type Start Time PI Stop Time Total Time
2. Clap Stomp Clap
A
Behavior
Social Interaction Move blocks
Press buttons w/intent Look at screen
Read: Combo WTM Misuse Broken Social Interaction Clap and/or Stomp Read Info/Instruc panel Behavior
Social Interaction Put block/s thru hole/s Read: Combo WTM Misuse Not re-set Social Interaction Put block/s thru hole/s Read: Combo
Misuse Not re-set Social Interaction Read Info panel
PUZZLING SHAPES
Exhibit
3. Cube Puzzle Type Start Time PI Stop Time Total Time
4. Geometric Shapes Puzzle PI
5. Design Views Panel
SHAPES IN SHADOWS
IP
Exhibit
6. Cubes Shadow Type Start Time VI Stop Time Total Time
7. Teacup Shadow VI
8. Rubber Duckie Shadow VI
Behavior
Social Interaction Looks at shadows
Looks through eyepiece Read: Combo WTM Misuse Broken Social Interaction Press button/s Looks at shadows
Looks through eyepiece Read: WTM Instruct Misuse Broken Social Interaction Press button/s Looks at shadows
Looks through eyepiece Read: WTM Instruct Misuse Broken
Randi Korn & Associates, Inc. 30
QUILTING AREA
Exhibit
9. Quilt Activity Table
Type Start Time
PI Stop Total Time Time
Behavior
Social Interaction Uses 2+ felt pieces Read Combo panel Misuse Not re-set Social Interaction Look at quilt Touch rail quilt Read WTM panel
Read Info panel on rail
10. Hanging Quilt Station O/M
ORIGAMI ACTIVITY AND FOLDED STRUCTURES DISPLAY
Exhibit
11. Interlocking Tetrahedra
Model 12. Telescope Display Model 13. Origami Computer
Interactive
Type Start Time O O CI Stop Time
Total Time
14. Cup Model Activity
PI/M
15. Origami Zoo Objects 16. Video Spinner
O VI
17. Map Display
O
Behavior
Social Interaction Look at objects Read Info panel Social Interaction Look at objects Read Info panel Social Interaction
Touch computer screen Fold paper
Complete origami Total # completed: _____ Read WTM*
Misuse Not re-set Broken
Social Interaction Touch cup sample Fold paper
Complete origami cup Read: WTM* Instru Misuse Not re-set Social Interaction Look at objects Read Info panel Social Interaction Look at screen Turn spinner
Read: Info Instruct Misuse Broken Social Interaction Look at Map Read Info panel
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SIZE IT UP
Exhibit
18. Measurement Tool
Display 19. Shopping for Volume
Type Start Time O PI Stop Time
Total Time
20. Measure Up Graph PI
21. Cone, Hemisphere,
Cylinder Station
PI
22. Compare Two Cylinders
Station
PI
23. Drinking Glasses Station PI
Behavior
Social Interaction Look at objects Read Info panel Social Interaction Compare 2+ bottles Lift answer flap
Read: Combo WTM Misuse Not re-set Broken
Social Interaction Match footprints Place dot with intent Look at graph
Read Combo panel Misuse Not re-set Social Interaction Fill shape container/s Compare volumes Read Combo panel Misuse Not re-set Broken (missing beads) Social Interaction Fill cylinder/s Compare volumes Read Combo panel Misuse Not re-set Broken (missing beads) Social Interaction Fill drinking glass/es Compare volumes Read Combo panel Misuse Not re-set Broken (missing beads)
PATTERNS AROUND US
Exhibit
24. Patterns Around Us
Type Start Time M Stop Time Total Time
25. Pattern Detective
O
Behavior
Social Interaction Look at object/s Touch object/s
Read Instruction panel Social Interaction Look at objects
Read Instruction panel
Randi Korn & Associates, Inc. 32
TILING SHAPES
Exhibit
26. Birthday Cake Challenge
Type Start Time PI Stop Time Total Time
27. Count the Reflections PI
28. Reflecting On Patterns
Display 29. Kaleidoscope
O PI
30. Moving Patterns (“Tile
Magic”)
VI
31. Hexagon Hunt Display 32. Tiling Stations
O PI
Behavior
Social Interaction Put candles on cake Move mirror
Read Combo panel Misuse Not re-set Broken
Social Interaction Put gels on circle Move mirror
Read Instruction panel Misuse Not re-set Broken
Social Interaction Look at objects Read WTM panel Social Interaction
Look through eyepiece Spin wheel
Read Instruct panel Misuse Broken Social Interaction Press button/s Look at pattern/s
Read Instruction Panel Misuse Broken Social Interaction Look at objects Read Instruct panel Social Interaction
Look at tiles on wall Use small tiles Create pattern
Read: WTM Instruct Read Combo panel Misuse Not re-set
End time: _________________________________________ = Total time (sec):_______________________
Gender: M / F Approx. Age (circle category): 6-8 9-11 12-15 16-24 25-44 45-64 65+
Group composition (circle one): Alone / Adult only group / Child only group / Family group
Level of crowding: few / moderate / crowded Weekend / Weekday
Date: _________________ Time of day: ____________ Data collector’s initials:__________
Key to Exhibit Type
A = Activity M = Model IP=Panel O = Object VI = Visual Interactive CI = Computer Interactive PI = Physical Interactive Randi Korn & Associates, Inc. 33
APPENDIX C
Stationed Observation Guide
Stationed Observations: Origami Folds Component Children’s Science Explorium Observer: Date: Start:
Objectives: Document group dynamic fostered by the Origami Folds Activity Capture conversational trends and topics fostered by the Origami Folds Activity
Key: B=Male Child M=Mom GM=Grandmother G=Female Child D=Dad GF=Grandfather Words following “:” are verbatim quotations Words following “—“designate action Words in () designate notes
Time Activity # in Estimated Level of
group age(s) Crowding
& Gender
Randi Korn & Associates, Inc. 34
APPENDIX D
Exit Interview Guide
On-site Interview Protocol
• Intercept visitors as they exit Flip it! Fold it! Figure it out! • Visitors seven years of age and older are eligible
• Group interviews (e.g., interview with family) are fine • Total of 25 interviews
Intercept Script Today I am talking with people who have visited Flip it! Fold it! Figure it out!. The Museum would appreciate your feedback. If you have a few minutes, I would like to ask you a few questions. Do you mind if I record our conversation (so I don’t need to take notes)?
On-site Interview Questions 1. Overall, what was your opinion of this exhibition?
2. Which exhibit was your favorite? Why is that? Which was your least favorite? Why is that?
3. Which exhibits, if any, did you skip? What were some of your reasons for skipping those/that one(s)?
4. I’d like to talk about some of the specific activities that you did while you were in the exhibition.
a. What was the first thing you did when you walked up to [selected favorite
exhibit]? Then what did you do? [repeat as necessary.] As you were using [point to and mention favorite exhibits they used], what were you thinking about as you were doing those activities? [If generic answer given probe for specifics at each favorite exhibit named.]
5. Just off the top of your head, what do you think this exhibition is trying to show or tell people?
6. The people who made this exhibition wanted visitors to see the different ways they use math in everyday life. Describe to me a moment while you were using this exhibit that reminded you of something you do at home/work/school.
7. Is there anything else you would like to say about this exhibition?
8. Thank you for taking the time to talk with me. I have a few final questions. Is this your first visit to the Children’s Science Explorium? [If no] How many times in the past 12 months have you visited? Do you mind if I ask you age? [Also record gender in log.]
Randi Korn & Associates, Inc. 35
APPENDIX F
Exhibit Classification
Table 19
Exhibit Classification
Exhibit Name Total # Physical interactive 14 Beat Patterns Birthday Cake Challenge Compare Two Cylinders Cone, Hemisphere, Cylinder Count the Reflections Cube Puzzle Origami Cup Drinking Glass
Geometric Shapes Puzzle Kaleidoscope Measure Up Quilt Table
Shopping for Volume Tiling
Object 10 Hanging Quilt
Hexagon Hunt
Interlocking Tetrahedra Map display Measurement tool display Origami Zoo objects
Pattern Detective
Patterns Around Us
Reflecting on Patterns
Telescope display Visual interactive 5 Cubes Shadow Rubber Duckie Shadow Teacup Shadow Tile Magic
Video Spinner
Activity 1 Clap-Stomp-Clap activity Computer interactive 1
Origami Information Panel 1
Design Views
Randi Korn & Associates, Inc. 36
APPENDIX G
Behaviors at Each Exhibit
Table 20
Completed Activity
Exhibit Name
Beat Patterns physical interactive Quilt Table physical interactive Tiling physical interactive
Cube Puzzle physical interactive Origami computer interactive Tile Magic visual interactive Video Spinner visual interactive Origami Cup physical interactive
Drinking Glass physical interactive
Geometric Shapes Puzzle physical interactive Birthday Cake Challenge physical interactive Kaleidoscope physical interactive
Cubes Shadow visual interactive
Compare Two Cylinders physical interactive Shopping for Volume physical interactive Count the Reflections physical interactive Teacup Shadow visual interactive
Cone, Hemisphere, Cylinder physical interactive Rubber Duckie Shadow visual interactive Measure Up physical interactive Clap-Stomp-Clap activity panel
# stopped 61 36 43 31 43 25 29 29 52 27 23 20 32 32 32 15 35 21 24 20 5
# partially completed
25 --- 10 --- 35 5 --- 8 24 --- 7 8 20 13 10 6 27 13 17 14 ---
# completed
35 27 24 24 20 20 19 18 17 16 11 10 8 8 8 8 7 6 5 5 1
Table 21
Number of Origami Completed at Computer Interactive
(n = 43)
# of origami completed
# of visitors %
None 23 53.5 One 7 16.3 Two 9 20.9 Three 3 7.0 Four 1 2.3
Randi Korn & Associates, Inc. 37
Table 22 Social Interaction
Exhibit Name
# stopped
# social Beat Patterns physical interactive 61 50 Drinking Glass physical interactive 52 38 Origami computer interactive 43 36 Quilt Table physical interactive 36 29 Cube Puzzle physical interactive 31 23 Origami Cup physical interactive
29
23
Shopping for Volume physical interactive 32 21 Compare Two Cylinders physical interactive 29 21 Tiling physical interactive
43 20 Teacup Shadow visual interactive 35 19 Tile Magic visual interactive
25 18 Birthday Cake Challenge physical interactive 23 17 Video Spinner visual interactive
29 16 Geometric Shapes Puzzle physical interactive 27 16 Rubber Duckie Shadow visual interactive 24 15 Measure Up physical interactive
20 14 Kaleidoscope physical interactive 20 14 Cubes Shadow visual interactive
32 13 Cone, Hemisphere, Cylinder physical interactive 21 11 Count the Reflections physical interactive 15 10 Hanging Quilt display 21 8 Origami Zoo objects
14 6 Clap-Stomp-Clap activity panel 5 2 Hexagon Hunt display 5 2 Map display
3 2 Reflecting on Patterns display 3 2 Telescope display 3 1
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Table 23
Read Panel by Type
(n = 101)
Panel type
% read panel
Read any panel 51.5 Combination Panel 40.6 Instruction panel 19.8 Where’s the Math panel 14.9 Information panel
9.9
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Table 24
Read Panel by Exhibit
Exhibit Name
Beat Patterns physical interactive Drinking Glass physical interactive
Shopping for Volume physical interactive Quilt Table physical interactive Measure Up physical interactive
Cube Puzzle physical interactive Cubes Shadow visual interactive
Rubber Duckie Shadow visual interactive Compare Two Cylinders physical interactive Birthday Cake Challenge physical interactive Geometric Shapes Puzzle physical interactive Teacup Shadow visual interactive Hanging Quilt display
Interlocking Tetrahedra display Video Spinner visual interactive Origami computer interactive Origami Cup physical interactive Pattern Detective display
Count the Reflections physical interactive Tiling physical interactive
Telescope display
Cone, Hemisphere, Cylinder physical interactive Clap-Stomp-Clap activity panel Origami Zoo objects Map display
Patterns Around Us display Tile Magic visual interactive
# stopped
61 52 32 36 20 31 32 24 29 23 27 35 21 9 29 43 29 5 15 43
# read 20 15 10 8 8 7 7 7 7 7 5 5 5 4 4 3 3 3 3 3
3 2 21 2 5 1 14 1 3 1
4 1 25 1
Randi Korn & Associates, Inc. 40
Table 25
Read Where’s the Math Panel by Exhibit
Exhibit Name
Origami computer interactive Beat Patterns physical interactive Tiling physical interactive
Teacup Shadow visual interactive Cubes Shadow visual interactive Shopping for Volume physical interactive Cube Puzzle physical interactive Origami Cup physical interactive
Rubber Duckie Shadow visual interactive
# stopped
43 61 43 35 32 32 31 29 24
# read 4 3 2 2 2 2 2 2 1
Table 26
Read Combined Instruction-Where’s the Math Panel by Exhibit
Exhibit Name
Beat Patterns physical interactive Drinking Glass physical interactive
Shopping for Volume physical interactive Quilt Table physical interactive Measure Up physical interactive
Cube Puzzle physical interactive
Compare Two Cylinders physical interactive Birthday Cake Challenge physical interactive Cubes Shadow visual interactive
Geometric Shapes Puzzle physical interactive Tiling physical interactive
Cone, Hemisphere, Cylinder physical interactive
# stopped
61 52 32 36 21 31 29 23 32 27 43 21
# read 23 15 12 8 8 7 7 7 5 4 2 2
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Table 27
Read Instruction Panel by Exhibit
Exhibit Name
# stopped
# read
Rubber Duckie Shadow visual interactive 24 6 Teacup Shadow visual interactive 35 3 Origami Cup physical interactive 29
3
Count the Reflections physical interactive 15 3
Pattern Detective display
5 3 Video Spinner visual interactive 29 2 Tiling physical interactive 43 1 Clap-Stomp-Clap activity panel 5 1 Tile Magic visual interactive 5 1
Patterns Around Us display
4 1
Table 28
Read Information Panel by Exhibit
Exhibit Name
# stopped
# read Hanging Quilt display
21 5 Video Spinner visual interactive 29 4 Interlocking Tetrahedra display 9 4 Telescope display 3 2 Origami Zoo objects 14 1 Map display
3
1
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Table 29 Look at Objects
Exhibit Name
# stopped # looked
Hanging Quilt display 21 18 Origami Zoo objects
14 12 Interlocking Tetrahedra display 9 9 Measurement tool display 6 5
Pattern Detective display 5 5 Hexagon Hunt display 5 5 Telescope display 3 3 Map display
3 3
Reflecting on Patterns display
3 3
Table 30 Misuse
Exhibit Name
# stopped
# misused
Shopping for Volume physical interactive 32 4 Video Spinner visual interactive 29 4 Drinking Glass physical interactive
52 2 Geometric Shapes Puzzle physical interactive 27 1 Birthday Cake Challenge physical interactive 23 1 Kaleidoscope physical interactive
20
1
Randi Korn & Associates, Inc. 43
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