Exploring the Practice-Theory Relationship in Museum Evaluation

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 3
  In Roundtable Session: Examining Evaluation Toward More Inclusive Informal Learning Environments

Abstract

The informal nature of this learning presents challenges for its assessment. This paper argues that since evaluation work drives internal improvements and competitive funding opportunities, examining how museum evaluators approach their work is crucial. Understanding evaluators' engagement—or lack thereof—with evaluation theory could strengthen their ability to support informal learning and provide evidence of museums' educational benefits. Using a mixed-method approach, we explored the perspectives on evaluation theory of evaluators working in science museum contexts. Results suggest a tenuous practice-theory relationship which we might characterize as neither avoidance nor use, but rather what serves a practical need. Findings suggest opportunities to strengthen the relationship and in turn the ability to provide evidence of the learning value of museums.

Authors

• Kari Ross Nelson, Utah State University

• Lisa Lundgren, Utah State University