Evidence of Asset-Based Orientations to Science Museum Visitor Knowledge in Observation Protocols

• In Event: Equity, Justice, and Inclusion in Informal Learning

Abstract

Science museums enhance visitors’ knowledge of the natural world through exposure to objects, experiences, and information that evoke feelings of awe and connection. Asset-based orientations to science learning recognize that museum visitors are not just receivers of knowledge, but also sources of information. Because asset-based pedagogies require acknowledging and valuing visitor knowledge, they play a key role in the design of inclusive programming. Yet, little guidance exists for museum educators to examine how well their programming demonstrates an asset-based orientation. To that end, we analyzed 119 project evaluation reports to understand how observation protocols orient to visitor knowledge. Our analysis indicates that deficit orientations feature prominently in observation protocols, but there are some exemplary examples of asset-based approaches in use.

Authors

• Tiffany-Rose Sikorski, The George Washington University

• Kristine McCaslin, The George Washington University

• Nicole Webster, The George Washington University

• Jaehyuk Lee, The George Washington University