How Can Informal Science Educational Settings Promote Citizen Science Mentality?

• In Event: 64.026 - Disney as Curriculum

Abstract

With the fading influence of museums due to young learners and adults becoming less interested in traditional venues, there is an increasing need for informal science education exhibits that are able to spark curiosity and transform passive consumption of learning into interactive objectives (Stapleton, et al. 2005). Informal learning environments are those that take place outside of the traditional classroom (Crane, 1994), such as museums and zoos. As corporate America continues to infringe into our everyday lives, we should take note of how big companies, like Walt Disney, are creating these informal educational spaces. Based on research conducted on these spaces in their theme park, this paper will focus on how Disney attempts to influence personal stewardship of scientific issues and outcomes to possibly promote a ‘citizen science’ like mentality.
To study Disney’s version of informal educational spaces, research was conducted in the Walt Disney World theme parks EPCOT and Animal Kingdom. These parks were chosen as they have explicit educational exhibits that engage visitors in various cultures, arts, science, and innovation. The report from this study will reflect data gathered from the attractions Coral Reefs – Disney Animals and Conservation Station.
This study had three main objectives: One, to identify if the information presented in the attractions were scientifically sound. Two, to see if the exhibits charge the visitors to enact change within environmental issues, promoting a citizen science mentality. And three, do these informal spaces within Disney bring attention to "big" science ideas while still making them relatable to the non-scientist?
Relying on a mixed methods framework, the researcher observed the exhibits and took photos and videos of important aspects, activities, and signage throughout both. These notes, images, and videos were analyzed to look for similarities and difference between the two exhibits, then coded along the lines of the three aforementioned objectives of the study.
Preliminary implications from findings show that Disney does attempt to educate its’ visitors and tries to give them agency in the direct and indirect roles they play within the balance of our delicate and ever-changing ecosystems. However, there are major differences between the parks, with EPCOT particularly lacking much effort to educate its visitors compared to the active participatory space created in Conservation Station.
This paper’s examination of Disney World contributes to a better understanding of the lived experiences of Walt Disney World visitors. These informal education exhibits could be a visitor’s only exposure to global scientific information, awareness of environmental issues, and how ‘they’ could change the course of said issues. If Disney is going to promote phenomenon of the natural and anthropogenic world, potentially influencing how citizens act, live, learn, conserve, vote etc., they should be critically analyzed and held accountable for the curriculum they put forth.

Author

• Callie Price, Texas Christian University