Mediated Action as a Framework for Exploring Learning in informal Settings

Abstract

Research on learning in informal settings has made huge strides over the last 30 years with a rapid expansion of the number of methods and theoretical frameworks employed across the field. As Phipps (2010) demonstrates, a consistent shift can be seen from studies focusing mostly on observable, easily quantifiable behaviors to studies taking a constructivist approach to studies identifying with various sociocultural approaches. In this chapter we discuss a particular sociocultural approach: mediated action, an approach most often associated with the work of Wertsch (1998). Mediated action is a way of researching how people use all kinds of objects and tools, both physical and psychological to structure their interactions, communicate with each other, and think. Since it is not tied to a particular method of data collection or experimental design, a mediated action approach allows us to use a variety of methods that are hallmarks of research in informal learning. Furthermore, because it attempts to account for the individual, social, cultural and historical contexts within which learning occurs, a mediated action approach can help make connections among interdisciplinary studies of learning across life contexts. In this chapter we briefly discuss the theoretical background of a mediated action approach, and then we explore some of the ways it may be used in research on learning in informal settings, specifically in science museums and home learning settings. Finally, we turn to some of the practical and theoretical implications of adopting a mediated action approach.