Research on museums & critical thinking
Adults, awe, and critical thinking in an art museum
We know that people feel awe during an art museum visit, and we know that awe opens our minds and cultivates wonder and inquisitiveness. This experimental study tested the effects of awe on adults' critical thinking in an art museum. A total of 153 adults were interviewed at one of two art museums in Copenhagen, Denmark - National Gallery of Denmark and Glyptotetek - and randomly assigned to either an awe-inducing condition (treatment) or a general condition (control). In the awe-inducing condition, adults were asked to recall and describe a moment when they felt awe in the museum. In the general condition, adults were asked to describe their route through the museum. Adults' critical thinking were then measured and compared across the conditions.
Principal Investigator: Jessica J. Luke, Ph.D.
Research Assistants: Astrid Jessen (University of Copenhagen, Information Science & Cultural Communication), Stine Froslev-Thomsen (University of Copenhagen, Information Science & Cultural Communication)
Dates: 2022-2023
Teens, awe and critical thinking in an art museum
This study extends our first one, studying the effects of awe on teen's critical thinking in an art museum. We're collecting data at the Seattle Art Museum, randomly assigning participants to either an awe-inducing condition (treatment) or a general condition (control). In the awe-inducing condition, we'll ask teens to describe a moment when they felt awe in the museum. In the general condition, we'll ask them to describe their route through the museum. We'll then measure critical thinking through both a discussion about a work of art as well as an art making activity, and we'll compare critical thinking across conditions.
Principal Investigator: Jessica J. Luke, Ph.D.
Research Partners: Travis Windleharth and Rachel Gaudry, foundry10
Funder: foundry10
Dates: 2024-2025
Critical thinking in an art museum school program
Many art museum programs aim to facilitate the development of young people's critical thinking skills, but most are unclear in their definitions of critical thinking and their notions of how it is best facilitated. This study examined the impact of a museum-school program on students' critical thinking about works of art. Data were collected from 135 3rd-5th grade students at the Isabella Stewart Gardner Museum, Boston, MA, half of whom participated in the program and half of whom did not.
Principal Investigator: Jessica J. Luke, Ph.D.
Research Partner: Marianna Adams
Funder: Department of Education
Dates: 2002-2005
Student research on critical thinking
📕 Michael Lamble, Historical thinking through historical doing: The impact of wearing armor on visitors' thinking in arms and armor galleries. MA Museology 2020, University of Washington (JLuke Chair, Thesis Committee).
📕 Jennifer Fisher, Cultivating creativity: Understanding visitor perceptions of creativity in art museum exhibits. MA Museology 2018, University of Washington (JLuke Chair, Thesis Committee).
📕 Megan Martinko, Examining children’s historical thinking in hands-on history spaces. MA Museology 2017, University of Washington (JLuke Chair, Thesis Committee).
📕 Michael Rzemien, Historical thinking in museum exhibits. MA Museology 2016, University of Washington (JLuke Chair, Thesis Committee).
📕 Amy Oates, Evidence of learning in an art museum makerspace. MA Museology 2015, University of Washington (JLuke Chair, Thesis Committee).
📕 Beth Smith, Art museums, school visits, and critical thinking: A case study of programmatic strategies. MA Museology 2015, University of Washington (JLuke Chair, Thesis Committee).