Abstract
The aim of this qualitative study was to examine how parents use exhibits’ features during a family visit to a science museum. We observed 44 families during 9 hours and 45 minutes at the “Fields of Tomorrow” exhibition hall. The analysis showed that parents used the physical environment as a resource to engage children with science, taking on the role of “experts” and instructing the novice children. The analysis revealed that parents mainly used four instructional strategies while engaging with the exhibits: 1) connection to everyday life; 2) observation; 3) asking questions; and 4) reading, interpreting, and naming. We also found that parents took advantage of the signs near the exhibits to facilitate their instruction, and their scientific interpretations rarely related to the exhibit’s goals. This study highlights the need for better mediational means at science museums to support visitor engagement.
Highlights
Accumulating evidence suggests that much of what people learn and know about the world derives from experiences at schools but in a variety of contexts across their lifetime, such as their homes, the outdoors, and museums (Zimmerman et al, 2010)
Science participation can form the basis for scientific thinking and practice (Ash, 2003, 2004; Crowley & Jacobs, 2002) and can offer resources to employ during future scientific activities (Callanan & Jipson, 2001)
This research aims to shed light on the form of instructional strategies used by parents while interacting with exhibits during a free-choice family visit to an agricultural exhibition at a science museum
Summary
Accumulating evidence suggests that much of what people learn and know about the world (including the world of science) derives from experiences at schools but in a variety of contexts across their lifetime, such as their homes, the outdoors, and museums (Zimmerman et al, 2010). Engagement with science facilitates children’s disciplinary talk, supports their scientific thinking, and scaffolds their understanding of science (Crowley et al, 2001). Science participation can form the basis for scientific thinking and practice (Ash, 2003, 2004; Crowley & Jacobs, 2002) and can offer resources to employ during future scientific activities (Callanan & Jipson, 2001). Science centers provide opportunities for families to engage with science through hands-on activities, interactive exhibits, and direct experience with scientific phenomena (Zimmerman et al, 2010). Museums are places where families play, talk, and learn from each other (Ash, 2003). Families visiting science museums equipped with their own ways of communion, an established value, and shared recollections of past events (Ellenbogen et al, 2004; Zimmerman & McClain, 2016)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Interdisciplinary Journal of Environmental and Science Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
