Giant screen film and science learning in museums

The authors review the giant screen (GS) film literature to determine if the form has unique attributes that contribute to science learning. They find that four attributes are claimed to contribute to higher learning outcomes: the sense of immersion by reducing peripheral views to a minimum; first p...

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Bibliographic Details
Published in:Museum management and curatorship (1990) 2012-05, Vol.27 (2), p.179-195
Main Authors: Fraser, John, Heimlich, Joe E., Jacobsen, John, Yocco, Victor, Sickler, Jessica, Kisiel, Jim, Nucci, Mary, Jones, Lance Ford, Stahl, Jeanie
Format: Article
Language:English
Subjects:
giant screen film
informal science education
Learning
Media
Museums
Science education
science in the public interest
science learning
science museums
Science programs
sensory learning
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Summary:The authors review the giant screen (GS) film literature to determine if the form has unique attributes that contribute to science learning. They find that four attributes are claimed to contribute to higher learning outcomes: the sense of immersion by reducing peripheral views to a minimum; first person perspective contributing to the sense of presence in the film; narrative structure; and sensory stimulation of mirror neurons that promote kinesthetic learning. They demonstrate that most claims are without support in empirical research but uncover some recent results that give reason to believe these claims may be supportable. The authors conclude with a recommendation for a research agenda to support these claims as necessary, in order to defend the high production cost of GS film over conventional film.
ISSN:0964-7775
1872-9185
DOI:10.1080/09647775.2012.674322