The visitors to science centers get considerable experiences related to science, communicating with other visitors, exhibits and surroundings. Thus, many researchers have emphasized the communicative nature of science centers. To understand the communication in science centers, the context should be considered as an essential element for the investigation since the communication always occurs in a specific context. In this study, the communication in science centers was analyzed through ‘Context Diagram of Learning Experience (CoDiLE)’ which was developed by the authors from the previous studies. CoDiLE is a method to analyze and understand the relationship between an individual visitor’s learning experience with science exhibits and multiple contextual factors. Although the main motive for us to develop CoDiLE was limited to the learning experience in science centers, the authors suggest that the idea and structure of CoDiLE can also be used to the issue of communication in science centers. The learning in science centers was divided into three contexts: personal, sociocultural, and physical ones. On the other hand, the communication in science centers is divided into three levels: intrapersonal, interpersonal, and exhibit-mediated ones. Intrapersonal level corresponds to personal context, interpersonal to sociocultural, and exhibit-mediated to physical. The authors completed forty CoDiLEs for three seventh-grade students, who visited three science centers, based on the observations and interviews. From the analysis of the forty CoDiLEs in terms of the communication level, various relationships between the contextual factors were examined. The research leads us to conclude that CoDiLE can be applicable to analyze the communication in science centers from a holistic point of view for ‘visitor-in-context’.

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Public Communication of Science and Technology

 

Communication in science centersasseen through context diagram of learning experience(codile)

Oksu Hong   Donga Science, Seoul National University

Jinwoong Song   Donga Science, Seoul National University

The visitors to science centers get considerable experiences related to science, communicating with other visitors, exhibits and surroundings. Thus, many researchers have emphasized the communicative nature of science centers. To understand the communication in science centers, the context should be considered as an essential element for the investigation since the communication always occurs in a specific context. In this study, the communication in science centers was analyzed through ‘Context Diagram of Learning Experience (CoDiLE)’ which was developed by the authors from the previous studies. CoDiLE is a method to analyze and understand the relationship between an individual visitor’s learning experience with science exhibits and multiple contextual factors. Although the main motive for us to develop CoDiLE was limited to the learning experience in science centers, the authors suggest that the idea and structure of CoDiLE can also be used to the issue of communication in science centers. The learning in science centers was divided into three contexts: personal, sociocultural, and physical ones. On the other hand, the communication in science centers is divided into three levels: intrapersonal, interpersonal, and exhibit-mediated ones. Intrapersonal level corresponds to personal context, interpersonal to sociocultural, and exhibit-mediated to physical. The authors completed forty CoDiLEs for three seventh-grade students, who visited three science centers, based on the observations and interviews. From the analysis of the forty CoDiLEs in terms of the communication level, various relationships between the contextual factors were examined. The research leads us to conclude that CoDiLE can be applicable to analyze the communication in science centers from a holistic point of view for ‘visitor-in-context’.

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