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• W323799319 abstract "[ILLUSTRATION OMITTED] A poster hangs on a wall in a room at the Massachusetts Institute of Technology (MIT) Museum that asks visitors the question: Are you taller than your cells' DNA? To find out, museum guests push their heels up against the wall and stand as tall as possible next to a ruler marked in millions of base pairs. When lined up end-to-end, DNA molecules from one cell can measure 2 m in length. Therefore, very few visitors can step away and brag, Yes, I am taller than my cell's DNA! This poster is just one of many interactives found in an area of the museum titled Lab: The Cell. Developed by the MIT Museum and the MIT Center for Environmental Health Sciences (CEHS), the exhibit allows for self-guided and directed learning. Specially designed for middle and high school students, the Learning Lab provides museum visitors of all ages with fascinating insights into how our living cells work. Located in the center of the museum, the Learning Lab room doubles as a gallery. Visitors can wander through the gallery space whenever high school students are not busily working with model molecules. The room is arranged like a cell--one large table serves as the nucleus and four small rounded tables represent the ribosomes. Facilitated sessions are held during the day for biology students who arrive from their schools on field trips; teacher professional development and other adult workshops are typically held in the evening. The Learning Lab provides an excellent example of how different groups can collaborate to create a unique educational experience not only for students and teachers but for the general public as well. In this article, we explain how the Learning Lab was developed and provide some specific details about the exhibit's programs. History of the Learning Lab MIT has many university centers such as CEHS that are organized around research missions. Funded by the National Institute of Environmental Health Sciences, several CEHS labs are involved in elucidating how DNA can become damaged by environmental toxins, such as tobacco smoke, and how these DNA lesions can be repaired by hard-working repair enzymes. Appreciating this DNA repair work requires a grasp of the fundamental importance of DNA. In the fall of 2005, CEHS's director approved a pilot project proposal to develop a public exhibit space at MIT's university museum in conjunction with the museum staff. This was the beginning of numerous collaborations that produced the Learning Lab. Our common goal was to help people of all ages learn how proteins are produced from DNA messages. We wanted to teach this fundamental concept because the impact of genomics is growing, and in the future, everyone will face important health and society issues related to genetics. In addition, there are educational benefits to learners when museums and researchers are engaged in active partnerships for the purpose of explaining science and technology. One of the collaborations involved the MIT Terrascope program, a learning community in which MIT freshmen research solutions to complex environmental issues and then develop innovative ways of communicating the issues to the general public. Terrascopers acquire considerable experience designing and building museum exhibits, and in January 2006, seven upperclassmen who had participated in Terrascope were given a small budget to create a prototype of the Learning Lab in three-and-a-half weeks. It is common practice for museums to test, or prototype, exhibit components to assess their efficacy. When the prototype exhibit opened to the public, certain exhibit components were popular, including the DNA ruler poster described earlier in this article. During the following months, many other creative MIT students prepared the Learning Lab's final design elements. Students produced almost all of the software programs and animations found throughout the final exhibit. …" @default.
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• W323799319 date "2008-04-01" @default.
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• W323799319 title "A Museum Learning Lab." @default.
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