‘ ‘ It It ’ ’ s gross, but cool s gross, but cool gross gross ’ ’ : : Children’s reactions to BODY WORLDS: the Anatomical Exhibition of Real Human Bodies Kimberly M. Burtnyk Manager of Evaluation, Amgen Center for Science Learning California Science Center
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‘It’s gross, but cool gross’: ‘It’s gross, but cool gross’: Children’s reactions to BODY WORLDS: the Anatomical Exhibition of Real Human Bodies Kimberly.
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‘‘ItIt’’s gross, but cool grosss gross, but cool gross’’:: Children’s reactions to BODY WORLDS: the Anatomical
Exhibition of Real Human Bodies
Kimberly M. BurtnykManager of Evaluation, Amgen Center for Science Learning
California Science Center
Outline
• A brief history of BODY WORLDS
• Previous research on BODY WORLDS
• Current research study and findings
A Brief History of BODY WORLDS
• BODY WORLDS I Created 1995 by anatomist, Gunter von Hagens200+ real human specimens
• Donated bodies are PlastinatedTissues replaced by polymer plastic through a
vacuum process.
A Brief History of BODY WORLDS
• Posed whole bodies reveal organs, bone structure tissue, and other anatomical features.
• Other specimens include limbs, blood vessels, nerves, organs, repairs (i.e hip replacements.)
A Brief History of BODY WORLDS
• Controversial?
– Origin of specimens?
– Cultural objections?
– Is it art, science, both, or neither?
Gunter von Hagens, 1995
Juan Valverde de Amusco, 1559
◄
►
A Brief History of BODY WORLDS
Previous BODY WORLDS Research
• Visitor Polls 500 Adults surveyed per siteMarketing focusLimited demographics
But, people who visit love it
• Child survey (Vienna 1999)Vienna130 10–12 y.o. surveyed post
visit only Mostly positive esp. for those
visiting willingly and with pre knowledge
Previous BODY WORLDS Research
• No formal academic learning/impact research
• Families never surveyed
BODY WORLDS Family Research: Design
Therefore….Families chosen as subjectsWith children 7-12 years old (i.e. our primary demographic)Pre-/post-visitAffective and cognitive expectations and outcomes measured
1. How did children expect to feel and how did parents expect their children to feel in BODY WORLDS?
2. How did children react to BODY WORLDS and how did their reactions compare with their own and their parents’ expectations?
3. How appropriate was BODY WORLDS for young children (esp. as reported by children themselves)?
BODY WORLDS Family Research: Research Questions
1. How did children expect to feel and how did parents expect their children to feel in BODY WORLDS?
2. How did children react to BODY WORLDS and how did their reactions compare with their own and their parents’ expectations?
3. How appropriate was BODY WORLDS for young children (esp. as reported by children themselves)?
BODY WORLDS Family Research: Research Questions
1. How did children expect to feel and how did parents expect their children to feel in BODY WORLDS?
2. How did children react to BODY WORLDS and how did their reactions compare with their own and their parents’ expectations?
3. How appropriate was BODY WORLDS for young children (esp. as reported by children themselves) ?
BODY WORLDS Family Research: Research Questions
• 172 families surveyed at entrance (over 9 weekends.)
– Continuous stratified random sampling
– Kids interviewed, parents self-reported
– Parents and children interviewed/surveyed separately
• 150 returned for exit interview
• Total number of surveys = 644300 Child pre and post-visit (+ 22 pre-visit only)300 Adult pre and post-visit (+ 22 pre-visit only)
BODY WORLDS Family Research: The Sample
1. How did children expect to feel and how did parents expect their children to feel in BODY WORLDS?
2. How did children react to BODY WORLDS and how did their reactions compare with their own and their parents’ expectations?
3. How appropriate was BODY WORLDS for young visitors (esp. as reported by children themselves)?
Research Findings: Question (1) Affective Expectations
6) How do you think you’ll react to seeing the exhibits? Not at all
Extremely
Will you be curious? 1 2 3 4 5 6
Will you be fascinated? 1 2 3 4 5 6
Will you be uncomfortable? 1 2 3 4 5 6
Will you be interested? 1 2 3 4 5 6
Will you be sad/upset? 1 2 3 4 5 6
Will it make you think a lot? 1 2 3 4 5 6
Will you be confused? 1 2 3 4 5 6
Will you be grossed out? 1 2 3 4 5 6
Will you be bored? 1 2 3 4 5 6
Will it be creepy? 1 2 3 4 5 6
Research Findings: Question (1) Affective Expectations
Research Findings: Question (1) Affective Expectations
Child Positive Expectations
0%10%20%30%40%50%60%70%80%90%
Curious
Fascin
ated
Inte
reste
d
Think a
lot
Not at all or hardly any
A little or somewhat
Very or Extremely
Research Findings: Question (1) Affective Expectations
Child Negative Expectations
0%10%20%30%40%50%60%70%80%90%
100%
Uncom
forta
ble
Sad/U
pset
Confus
ed
Gross
ed o
ut
Bored
Creep
y
Not at all or hardly any
A little or Somewhat
Very or Extremely
Research Findings: Question (1) Affective Expectations
How parent expectations for child’s visit matched child expectations: Positive Expectations
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Fascinated Curious Interested Think a lot
Much more negative
More negative
Accurate
More positive
Much more positive
Parents were…
Research Findings: Question (1) Affective Expectations
How parent expectations for child’s visit matched child expectations: Negative Expectations
0%10%20%30%40%50%60%70%80%90%
Uncom
forta
bleSad
Confus
ed
Gross
ed o
ut
Creep
y
Bored
Much more positive
More positive
Accurate
More negative
Much more negative
Parents were…
• Children expected that seeing BODY WORLDS would be a positive experience
• On positive affect, parents accurately assessed or were more positive about their child’s feelings about visiting BODY WORLDS
• On negative affect, parents accurately assessed or were more negative about their child’s feelings about visiting BODY WORLDS
• On negative affect, children expected to be confused or grossed out by BODY WORLDS
Research Findings: Question (1) Affective Expectations Summary
1. How did children expect to feel and how did parents expect their children to feel in BODY WORLDS?
2. How did children react to BODY WORLDS and how did their reactions compare with their own and their parents’ expectations?
3. How appropriate was BODY WORLDS for young visitors (esp. as reported by children themselves)?
Research Findings: Question (2) Affective/Cognitive Outcomes
Research Findings: Question (2) Affective Outcomes
Child Positive Impact
0%10%
20%30%
40%50%
60%70%
80%
Fascin
ated
Curious
Inte
reste
d
Think a
lot
Not at all or hardly any
A little or Somewhat
Very or Extremely
Research Findings: Question (2) Affective Outcomes
Child Negative Impact
0%
20%
40%
60%
80%
100%
120%
Uncom
forta
bleSad
Confus
ed
Gross
ed o
ut
Creep
y
Bored
Not at all or hardly any
A little or Somewhat
Very or Extremely
Research Findings: Question (2) Affective Outcomes
How accurately parents assessed the affective impact of BODY WORLDS on children: Positive impact
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Fascinated Curious Interested Think a lot
Much more negative
More negative
Accurate
More positive
Much more positive
Parents were…
Research Findings: Question (2) Affective Outcomes
How accurately parents assessed the impact of BODY WORLDS on children: Negative impact
0%10%20%30%40%50%60%70%80%90%
Uncom
forta
ble Sad
Confus
ed
Gross
ed o
ut
Creep
y
Bored
Much more positive
More positive
Accurate
More negative
Much more negative
Parents were…
Research Findings: Question (2) Learning Expectations
What Children and Parents Expected to see in BODY WORLDS
0%
10%
20%
30%
40%
50%
60%
70%
Gen
eral
Anato
my
See in
side
the
body
Cool/I
nter
estin
g
Exhib
it spe
cific
Educa
tiona
l
How th
e bod
y wor
ks
Neutra
l Ana
tom
y
Specif
ic Ana
tom
y
Health
Negat
ive c
omm
ent
Goo
d fo
r Sch
ool
Adults
Children
Category Definition and examples
Anat. terms
Specific Anatomy
See/Learn about specific/less common anatomical terms: “pancreas,” “breast tissue,” “brain cells,” “vascular system.”
Neutral Anatomy
See/Learn about anatomical terms that are specific but familiar parts of the body: “hip,” “heart,” “lungs,” “brain,” “nerves.”
General Anatomy
See/Learn about “anatomy,” common terms: “the human body,” or groups of body parts such as “muscles,” “organs,” “tissues.”
Bodily f’cns
How the body works
See/Learn about “how the body works” or any process/function of the body.
See Inside the body
See/Learn about “what the body looks like inside”: “see inside,” “under the skin,” “what's under the body.”
Health See/Learn about health related: smoking, disease, healthy, “fatty foods”
Gen. expct’ns
Educational “Educational,” “learn science,” “know more about,” “informative.”
Good for school Good/need/learn for school and or school project.
Cool/ interesting
Positive affective responses, any statement of enjoyment/excitement, “fun,” “cool,” “interesting.”