Young Children's Emerging Scientific Practice Skills Linked to the Physical Environment at Color Wall

• In Event: AERA Poster Session 13
  In Poster Session: New Directions in Informal Learning Environments Research: Families, Communities, and Careers

Abstract

This study analyzes engagement of children of ages 0-4 years (n=40) at an interactive light exhibit, Color Wall, at a hands-on science museum. Observations were audio and visually recorded to measure types of engagement. Through the lens of activity theory, we argue that physical affordances (i.e., exhibit characteristics) of a learning environment are crucial considerations for sustained engagement at an exhibit. This work contributes to our understanding of how physical design of exhibits impacts learning opportunities. While science learning outcomes are often studied at exhibits in science museums, less research has been devoted to studying the environment which allows this learning to occur, which is particularly true for our participant age group.

Authors

• Jasmine Marckwordt, University of California - Santa Barbara

• Meghan Macias, University of California - Santa Barbara