Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach

We frequently use diagrams or animations to reveal to others biological phenomena that are both invisible to the naked eye and difficult to conceptualize. But these didactic tools fall short in that they generally do not provide feedback or interaction with the user, nor adapt easily to the user’s n...

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Autores principales:	Verónica A. Segarra, Michael Birnbaum, Alexandria Ortíz-Rosado, Darlah López-Rodríguez, Victoria Varona, Ji Zha, Shashana Fiedler, Wesam Azaizeh, Herman Autore
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2014
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/bc03fcdf7d5a42b0beccd174f0e3839e
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spelling	oai:doaj.org-article:bc03fcdf7d5a42b0beccd174f0e3839e2021-11-15T15:15:37ZExperiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach10.1128/jmbe.v15i2.7411935-78851935-7877https://doaj.org/article/bc03fcdf7d5a42b0beccd174f0e3839e2014-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v15i2.741https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885We frequently use diagrams or animations to reveal to others biological phenomena that are both invisible to the naked eye and difficult to conceptualize. But these didactic tools fall short in that they generally do not provide feedback or interaction with the user, nor adapt easily to the user’s needs and abilities. Adaptability to the user’s educational level and needs is critical to catalyze effective learning, especially when the new content is highly complex in nature. The need for adaptability is key in museum learning environments, where the student audience is very diverse in age and academic training. We are rethinking the way we go about representing biological processes to general audiences, particularly highly complex topics such as those found in neuroscience. We have experimented with the concept of using (what we are calling) “experiential posters” in the context of museum educational experiences to represent processes in neuroscience in a way that is more accessible to the general public. An experiential poster is an installation that uses props and staging to provide the user or learner an opportunity to “act out” the sequence of events and the flow of materials in a biological process of interest. We describe the use of an “experiential poster” to meet specific learning objectives. We also discuss the potential for its use in service learning and science outreach education.Verónica A. SegarraMichael BirnbaumAlexandria Ortíz-RosadoDarlah López-RodríguezVictoria VaronaJi ZhaShashana FiedlerWesam AzaizehHerman AutoreAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 15, Iss 2, Pp 313-315 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Verónica A. Segarra Michael Birnbaum Alexandria Ortíz-Rosado Darlah López-Rodríguez Victoria Varona Ji Zha Shashana Fiedler Wesam Azaizeh Herman Autore Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach
description	We frequently use diagrams or animations to reveal to others biological phenomena that are both invisible to the naked eye and difficult to conceptualize. But these didactic tools fall short in that they generally do not provide feedback or interaction with the user, nor adapt easily to the user’s needs and abilities. Adaptability to the user’s educational level and needs is critical to catalyze effective learning, especially when the new content is highly complex in nature. The need for adaptability is key in museum learning environments, where the student audience is very diverse in age and academic training. We are rethinking the way we go about representing biological processes to general audiences, particularly highly complex topics such as those found in neuroscience. We have experimented with the concept of using (what we are calling) “experiential posters” in the context of museum educational experiences to represent processes in neuroscience in a way that is more accessible to the general public. An experiential poster is an installation that uses props and staging to provide the user or learner an opportunity to “act out” the sequence of events and the flow of materials in a biological process of interest. We describe the use of an “experiential poster” to meet specific learning objectives. We also discuss the potential for its use in service learning and science outreach education.
format	article
author	Verónica A. Segarra Michael Birnbaum Alexandria Ortíz-Rosado Darlah López-Rodríguez Victoria Varona Ji Zha Shashana Fiedler Wesam Azaizeh Herman Autore
author_facet	Verónica A. Segarra Michael Birnbaum Alexandria Ortíz-Rosado Darlah López-Rodríguez Victoria Varona Ji Zha Shashana Fiedler Wesam Azaizeh Herman Autore
author_sort	Verónica A. Segarra
title	Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach
title_short	Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach
title_full	Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach
title_fullStr	Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach
title_full_unstemmed	Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach
title_sort	experiential posters: theatrical and improvisational tools aid in science museum outreach
publisher	American Society for Microbiology
publishDate	2014
url	https://doaj.org/article/bc03fcdf7d5a42b0beccd174f0e3839e
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Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach

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