Abstract
This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.
Highlights
Much of the prior research on science interest and learning has centered on experiences in formal educational settings—classrooms and schools [1, 2]
In terms of educator condition, youth who interacted with the static media reported lower interest than did those who interacted with a youth educator (p < 0.001), but there were no differences between interacting with an adult educator and a youth educator or an adult educator or the static media
Adult visitors expressed greater interest when working with a youth educator than with no educator (p < 0.001) and greater interest when they interacted with a youth educator than an adult educator (p = 0.05)
Summary
Much of the prior research on science interest and learning has centered on experiences in formal educational settings—classrooms and schools [1, 2]. Youth spend the majority of their time outside of formal school environments [3]. Often youth have the opportunity during out of school time to engage in activities that might foster science interest and learning, with prior research demonstrating that these out-of-school-time science experiences lead to science interest and engagement [4, 5]. Adults frequently engage in science learning after their formal schooling ends, for instance through hobbies [6].
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