Affordances of Different Genres of Scaffolds for Learning in a Science Museum

• In Event: 75.019 - Scaffolding Students' Learning in Formal and Informal Contexts

Abstract

Over the last several years, the ARIEL project has investigated how augmented reality and various forms of learning scaffolds can improve visitor scientific knowledge in an informal science museum setting. To date, three pre-existing exhibit devices have been modified to include digital augmentations and various forms of knowledge-building scaffolds. These devices were selected because of their prevalence in science museums and centers across the world. The first device, “Be The Path”, was augmented to show the flow of electricity when visitors completed an open circuit with their bodies; the second device, “Magnetic Maps”, was augmented to visualize the magnetic field surrounding two bar magnets; and the third device, “Bernoulli Blower” was augmented to feature how air pressure and speed relate to allow objects to float. Results from our series of experiments demonstrate that AR can increase conceptual (content) understanding (Yoon et al., 2012a) and cognitive (theorizing) skills (Yoon et al., 2012b). We have shown that this learning is largely influenced by collaboration between peers and the AR device (Yoon et al., 2012b), dynamic visualization affordances (Yoon & Wang, 2014), and preservation of informal participation such as self-directed experimentation (Yoon et al., 2013). Furthermore, with the AR scaffold, results indicate that interactions can support learning of very challenging science content despite the short time typically given to exploration in informal engagement (Yoon et al., 2014).

In this study, we build on analyses completed for the “Be the Path” device (Yoon et al., 2012a) in which we asked visitors to indicate which scaffolds were helpful in their learning. Coding parallel interview responses for the other two devices, we investigate how different genres of scaffolds contributed to visitor learning experiences and why. We categorize scaffolds into three different genres, i.e., digital scaffolds (AR), textual scaffolds (written knowledge-building prompts), and interactional scaffolds (collaboration in groups). We illustrate the different affordances each genre of scaffold provides the learner. For example, interview responses from interaction with the “Bernoulli Blower” device show that the digital scaffold revealed hidden information that helped to improve understanding of the science.

That the ball was being caught in the air pressure between the outside and what's coming from the tube… In school, we don't really have the, I would say the visual learning of it. We just picture it in our minds. (ID17)

Well, because you can't really see the air. Like you can't see air right now. It's invisible. So without that, you couldn't see where the air is or where the ball is going around there. (ID58)

That when you get the object into the center of the air flow, all the air around it pushes it equally cause it's floating in mid air…visual representation of the air. (ID100)

We discuss implications for this research in terms of designing for content understanding in which increased and multiple scaffolds with different learning and participation affordances need to be orchestrated synergistically (Tabak, 2004) for optimal learning to take place in informal environments where various kinds of learners participate.

References Available

Authors

• Susan A. Yoon, University of Pennsylvania

• Emma Anderson, University of Pennsylvania

• Joyce Lin, Knowles Science Teaching Foundation

• Karen J. Elinich, The Franklin Institute