Uncovering Tensions in Families’ Science Center Experiences Using Cultural Historical Activity Theory

• In Event: Novel Approaches in Informal Learning Research

Abstract

Science centers have been described as free-choice environments in which families can build on their prior interests and experiences, but they can also neglect opportunities to connect to families’ own interests and experiences. In this study, cultural historical activity theory was used as a theoretical framework to analyze interviews with 120 family groups at eight STEM exhibits with a range of affordances and pedagogical approaches (from traditional didactic exhibits to open-ended maker experiences). Qualitative analyses revealed instances when the goals that families expressed for their museum experiences, or their expectations about STEM learning, were in tension with qualities of the exhibits. The findings are discussed with respect to inclusive design practices in museums and science centers.

Authors

• Susan M. Letourneau, New York Hall of Science

• Franklin S. Aucapina, New York Hall of Science