Identity and the Museum Visitor Experience

By John H. Falk. 2009

613 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f47ba57b22b661be0d372f9474a102479bca1344

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Museology

Citations in the corpus

Science Learning in a Leisure Setting. (2009, background): “for adult visitors, are first and foremost leisure settings and science learning is just one of many possible learning outcomes that result (Dierking et al., 2002; Falk, 2009; Myers, Saunders, & Bexell, 2009).”
Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums (2014, background): “…education, entertainment, social event (e.g., with family, friends, or colleagues), life-cycle (e.g., own visit during childhood), place (e.g., attractiveness of the institution), and practical issues (e.g., weather conditions; Moussouri, unpublished doctoral dissertation after Falk, 2009).”
Visitors’ learning for environmental sustainability: Testing short- and long-term impacts of wildlife tourism experiences using structural equation modelling (2011, background): “For the tourists, the impacts are mostly positive, and include heightened awareness, appreciation of and reconnection with nature, personal rejuvenation and a realisation of personal responsibility for the state of the environment (Ballantyne, Packer, Hughes & Dierking, 2007; Falk, 2009; Powell & Ha”
Facilitating family group inquiry at science museum exhibits (2010, background): “Visitors have their own agendas in museums (Doering, 1999; Ellenbogen, 2002; Falk, 2009; Falk et al., 1998; Hilke, 1985), so the elements of the Inquiry Games were adjusted to accommodate visitors’ spontaneous behavior, expectations,”