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The study explored visitor reactions to a language science demonstration in a science museum, an area typically underrepresented. Language science, an interdisciplinary study, combines social and biological sciences with computer science and engineering, connecting strongly to humanities, education, and clinical fields. Qualitative analysis indicated that visitors found language science demonstrations engaging, learned key scientific points, and suggested that this topic might attract those interested in language, proposing that diversifying science representation in museums could broaden overall interest.
Despite the crucial role of scientific knowledge in daily decision-making, there is a widespread lack of interest and understanding of science, particularly in the United States. The COVID-19 pandemic underscored the far-reaching consequences of this lack of scientific understanding. Recognizing the need to enhance public trust and comprehension of science, this study explores how a non-traditional science topic, language science, could broaden interest in science, especially among individuals not typically engaged with conventional science topics. Examining how families interact with a language science-based activity in science museums, the research emphasizes the significance of non-canonical science topics in sparking interest, particularly among historically underrepresented groups in science.
Science interest involves affective, intellectual, and social components, with fascination and value as key dimensions. Generating interest is a crucial objective in informal science education, as it influences choices and engagement with science. Engagement in science, connected to interest, encompasses cognitive, affective, and behavioral dimensions and is essential for successful learning in informal education settings.
It is crucial to expand the reach of scientific information to address disparities in scientific interest and engagement, particularly among women and individuals from minoritized racial backgrounds who historically participate in science at lower rates than white men. Gender disparities persist in college majors and career choices, with women often opting for humanities and social sciences, while men lean towards STEM careers. Despite evidence showing no gender gap in STEM aptitude, differences in interests and attitudes contribute to these disparities. Creating inclusive science environments tailored to the goals and interests of women and minoritized racial groups can help bridge these gaps and increase participation opportunities.
Science museums and centers play a crucial role in fostering public interest and engagement with science outside formal education settings. Informal learning in museum environments has been identified as a significant predictor of adult science knowledge, highlighting their importance throughout an individual’s lifespan. These settings, especially for children, provide a conducive atmosphere for curiosity and exploration without the pressures of traditional schooling. Additionally, museums contribute to understanding science as a dynamic process rather than a static set of facts. However, challenges exist, such as the need for more inclusivity and addressing the narrow representation of scientific domains, particularly in attracting diverse audiences and promoting interest in non-canonical fields like social sciences. The paper suggests that incorporating non-canonical fields, like language science, in museum exhibits could be an effective strategy for broadening science interest among varied audiences.
Language science is an interdisciplinary field that combines social and biological sciences, computer science, and engineering to study language’s structure, processes, and applications in health, technology, and education. Researchers in language science apply the scientific method to understand language’s nature and function, contributing to advancements in neuroscience, education practices, and technological developments. Overall, language science enhances knowledge about the human mind, improves education, and benefits individuals with hearing impairments or language difficulties.
Our approach to informal science learning interactions incorporates six key strands outlined in the National Research Council report (Bell et al., 2009), emphasizing interest promotion and viewing science as a process. Drawing from successful informal learning methods (Fenichel and Schweingruber, 2010), such as interactivity and juxtaposition, we consider language science an ideal domain for implementing best practices. Language science activities leverage individuals’ rich personal experiences with language, utilizing their own bodies and brains for interactive engagement. In this study, a demonstration involving proficient reading difficulty in a color-naming game prompts participants to propose and test hypotheses about their performance. While our focus is on one language science-based activity, we highlight the broader potential of language science for promoting informal learning across various aspects of language.
In spite of the scientific study of language and its alignment with informal science goals, language science is seldom represented in science museums. This may be due to the perception of language study as primarily a humanities discipline focused on writing, rhetoric, and cultural exploration. Despite this, language science could attract a wider audience in science museums, as demonstrated by the interest of sixth-grade girls in language-related topics. The current study aims to assess what science museum visitors learn from a language science demonstration, particularly one centered on the Stroop Effect, through qualitative analysis of their experiences and interviews. The exploratory nature of the study emphasizes the importance of understanding visitors’ actual experiences.
This case study aimed to investigate the effectiveness of a language science demonstration in promoting scientific understanding within a science museum and explore its potential to broaden interest in science beyond traditional STEM fields. The Stroop demonstration was found to be highly engaging for museum visitors, challenging the misconception that language is not a scientific topic. Participants actively engaged with the demonstration, connecting it to science, particularly the brain. While the study revealed a preference for language over science among participants, indicating a subset of language-interested individuals, it supports the hypothesis that introducing non-canonical STEM fields like language science in museums can attract a more diverse audience. The study suggests that language science, being inherently personal, can naturally bring diverse experiences into the science museum setting. Unlike traditional science demonstrations, language science demonstrations require no specialized knowledge, making them more inclusive and engaging for a broader audience. In summary, the case study suggests that language science demonstrations can effectively teach scientific content, potentially appealing to individuals who may feel science is not for them, and contribute to the overall goal of science museums in reaching a diverse audience.
Source:
Nikole D. Patson, Nathan Baker, Sumurye Awani, Nicholas Bednar & Laura Wagner (2023) Using Language Science to Promote Interest in Science in a Science Museum, Visitor Studies, DOI: 10.1080/10645578.2023.2249759