The Social and Contextual Mechanisms of Children's Learning in Museums (Poster 32)

• In Event: AERA Poster Session Eight
  In Poster Session: Informal Learning Environments Research SIG Poster Presentation (Place-Based)

Abstract

This study explored the associations between immersive exhibit design, mother-child conversational interactions, and children’s learning. A mixed methods approach was utilized, including naturalistic observations, interview data, and surveys. Results showed that children asked more open-ended questions in high-immersion exhibits than in low immersion exhibits. Children also reported that they learned the most from high immersion exhibits, mentioning high immersion exhibits more than low immersion exhibits in post-visit interviews. Mothers and children spent a greater proportion of time naming and describing animals and habitats in low immersion exhibits when compared to high immersion exhibits; however, these conversational interactions were not related to children’s learning. Lastly, regardless of exhibit type, children’s explanatory responses and joint talk were related to children’s learning.

Author

• Lindsay Maldonado, Northeastern Illinois University
  Presenting Author