Multi-Approach Activity Design and Effects Analysis for Science Museums: A Case Study of an Energy Saving and Carbon Reduction Workshop

Tung-Chung Tsai, Yao-Ming Chu, Tsuey-Ling Wu and Mei-Chen Chang
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Tung-Chung Tsai: Department of Education, National Taitung University, Taitung City, Taiwan
Yao-Ming Chu: Department of Industrial Technology Education, National Kaohsiung Normal University, Kaohsiung City, Taiwan
Tsuey-Ling Wu: Feng-Hsin Senior High School, Kaohsiung City, Taiwan
Mei-Chen Chang: National Science and Technology Museum, Kaohsiung City, Taiwan

International Journal of Innovation in the Digital Economy (IJIDE), 2014, vol. 5, issue 2, 55-64

Abstract: Science museums not only function as collection, exhibition, research, and leisure locations, but are also important sites for education. Thus, science museums often organize various activities to educate the public and deliver various key concepts. Museums organize diverse activities, such as exhibitions, lectures, hands-on activities, tours, demonstrations, and drama. Subsequently, to highlight issues related to energy saving and carbon reduction (ESCR), the National Science and Technology Museum (NSTM) organized a 3-day workshop, recruiting 60 students from 2 high schools to participate in diverse promotional activities. For high school students, this diverse educational promotion method is seldom experienced in formal education; thus, presenting an extremely rare opportunity. For museums, designing activities specifically for high school students is also uncommon. Therefore, the effectiveness of using a high school-specific multi-approach activity design to promote education objectives has yet to be determined. This study analyzes the participants' level of acceptance and learning effectiveness regarding the various ESCR activities. Data were collected using questionnaire surveys, activity feedback, interviews, and observation records. Subsequently, these data were qualitatively and quantitatively analyzed to determine the students' acceptance levels and learning effectiveness regarding the various activities.

Date: 2014
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