Conjecture Mapping as a Critical Step in Research-Practitioner Collaboration

• In Event: Researcher-Practitioner Partnerships for Developing and Assessing Informal STEM Learning Experiences

Abstract

Overview and Perspective: Conjecture mapping has been suggested as an approach to define “design relationships, to make them concrete” within the design-based research approach (Sandoval, 2014). In this project, conjecture mapping served as an important first step and continued touchpoint for the team studying the role of embodied learning of science topics by young children (aged 4-6). Museum practitioners including evaluation staff and university-based educational psychology researchers collaborated to design and implement on-going study. The context for the research was a children’s museum exhibit design to communicate the work of entomologists in crop production. Specifically, the exhibit (a full-body interactive experience) walks visitors through the sweep of a soybean field (to collect insects), the analysis of the insects caught (to decide if there is a problem), and finally a decision on potential mitigation steps (if there is a danger to crop production). Visitors simulate the sweeping of a bug net by making a figure 8 motion in the air –the simulation responds accordingly with feedback and results from the sample collection. This exhibit encourages specific kinds of movements to interact with the simulation. Our research investigates to what extent these movements influence communication of the science concepts and whether they can act as a physical referent when thinking about the collect-analyze-decide process.

Methods and Data: The collaborative process of creating the conjecture map necessitated researcher-practitioner conversations about the exhibit, and served as a representation of shared understanding of the project. The creation of the map was an opportunity for discussing the ways in which the mapping process and product resembled a logic model. Logic models are typically used to communicate and evaluate interventions in educational or healthcare settings (Julian, 1997; Cooksy et al., 2001). This situated the conjecture mapping process in a context that was familiar to practitioners creating buy-in. The conjecture mapping process was important in understanding the exhibit context from the museum team’s point of view and weaving the original goals and purpose of the exhibit into the research. This in turn influenced the progression and wording of the interview questions within the study design (interview-exhibit experience-interview).

Results and Significance: Thus far, analysis of our data suggests parent involvement is important in creating a rich learning experience, and that children were influenced by the prescribed movements when communicating about the experience later. As we move into the iterative design process, the conjecture map will continue to serve as a touch point in articulating and checking our understanding of the relationships between the exhibit design and how design conjectures could impact participant outcomes.

Authors

• Susan Foutz, The Children's Museum of Indianapolis

• H. Chad Lane, University of Illinois at Urbana-Champaign