In Search of Optimal Scaffolding for Informal Learning in Science Museums

• In Event: Studying Designed Environments

Abstract

In this study, we were interested in understanding which combination of scaffolds could be used in conjunction with the unique characteristics of informal participation in a science museum to increase learning outcomes. 307 middle school students participated in the study. Six scaffolds were used in varying combinations. Results demonstrated that digital augmentations, posted questions and participation in collaborative groups may be the optimal design for improving conceptual learning while preserving informal participation behaviors. However, results also showed that obtaining deeper cognitive gains only occurred in the most highly scaffolded condition in which students demonstrated much decreased informal participation behaviors. We discuss the implications of our results with respect to the broader research on improving learning in informal science learning environments.

Authors

• Susan A. Yoon, University of Pennsylvania

• Karen J. Elinich, The Franklin Institute

• Joyce Lin, Knowles Science Teaching Foundation

• Jacqueline Gayle Van Schooneveld, West Chester University of Pennsylvania

• Emma Anderson, University of Pennsylvania