guidance that allows them to choose experiences in your setting that best align with their situated identity (a parent guide for young children; a guide for a one-time visitor on “what not to miss,” etc.)?

For Further Reading

Falk, J.H., and Storksdieck, M. (2010). Science learning in a leisure setting. Journal of Research in Science Teaching, 47(2), 194-212.

Falk, J.H., Reinhard, E.M., Vernon, C.L., Bronnenkant, K., and Heimlich, J.E. (2007). Why Zoos and Aquariums Matter: Assessing the Impact of a Visit to a Zoo or Aquarium. Silver Spring, MD: Association of Zoos and Aquariums.

Fusco, D. (2001). Creating relevant science through urban planning and gardening. Journal of Research in Science Teaching, 38(8), 800-877.

Perry, D.L. (1994). Designing exhibits that motivate. In R.J. Hannapel (Ed.), What Research Says About Learning in Science Museums (vol. 2, pp. 25-29). Washington, DC: Association of Science-Technology Centers.

Web Resources

Association of Zoos and Aquariums: http://www.aza.org


Cool Fuel: Brew It Yourself: http://www.washingtonpost.com/wp-dyn/content/article/2008/06/30/AR2008063002280.html


Creating Relevant Science through Urban Planning and Gardening: http://www3.interscience.wiley.com/journal/85513199/abstract


Designing Exhibits That Motivate: http://www.selindaresearch.com/Perry1992DesigningExhibitsThatMotivate.pdf


Monterey Bay Aquarium: http://www.montereybayaquarium.org/



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