Master of Arts

Increasingly, research in informal science education points to the integral role that it plays in complementing and enhancing the formal science education system. Informal institutions such as zoos, aquariums, science centres and museums around the world are taking heed and looking at ways to provide a truly meaningful and enriching learning experience to visitors. Science centres, perhaps the most valuable tributary to the popularisation of science, are also evolving to keep up with the technology-based economy of today. They are investing in attractions and exhibits which utilise the mediation of technology to drive the learning experience.

Though science centres abound with technology-based exhibits, there has not been any study in the research literature which sought to explore the potential for fostering cognitive and affective outcomes in the learning process among students. A study along these lines would be useful given the increasing nexus between science centres and schools.

The present study explores the use of technology-based exhibits at the Singapore Science Centre to foster affective and cognitive outcomes in the learning process among students. Through the development of evaluation instruments with good psychometric properties, this study explored three technology-based exhibits; CAVE (Cave Automated Virtual Environment), a supercomputer-based multimedia system; Digistar, a computer graphics based projection system; and the Virtual Cell, a 3-Dimensional (3-D) programme that takes viewers on a journey through a human cell. The student subjects comprised primary and secondary school students of mixed gender and ability. In the case of the CAVE and Digistar, primary students (10-11 year olds) were chosen, while secondary students (13-14 year olds) were selected for the Virtual Cell study. The same cognitive test (pre-test) for a particular exhibit was administered 3 – 7 days before the students experienced the exhibit and immediately after (post-test) for a particular exhibit. In addition, a survey instrument was also administered after the session to measure the affective outcomes of the learning experience. Results on the cognitive test scores revealed a statistically significant improvement in scores between the pre and post-test in all cases (the exception is the CAVE where no cognitive test was administered). This is regardless of gender and stream. The students enjoyed the session and expressed interest in learning other topics through the use of such technologies. The positive outcomes attest to the fact that the addition of the CAVE, Digistar and the Virtual Cell has enabled the Singapore Science Centre to offer new and exciting science-based programs that leverage on technology to make learning fun and enjoyable.

Based on these findings, the study concluded that the potential of technology-based exhibits in science centres to promote learning is tremendous and should be harnessed fully when exploring collaborations with the formal education system. Given the cost and technical expertise needed to man such exhibits, it is neither viable nor desirable for schools to maintain such facilities. By tying up with schools for the offering of such programs, an opportunity is afforded for science centres to complement the traditional education system and further cement links with them.