Thomas Kuhn's notion of a disciplinary matrix provides a useful framework for investigating the growth of research on family learning in and from museums over the last decade. To track the emergence of this disciplinary matrix we consider three issues. First are shifting theoretical perspectives that result in new shared language, beliefs, values, understandings, and assumptions about what counts as family learning. Second are realigning methodologies, driven by underlying disciplinary assumptions about how research in this arena is best conducted, what questions should be addressed, and criteria for valid and reliable evidence. Third is resituating the focus of our research to make the family central to what we study, reflecting a more holistic understanding of the family as an educational institution within larger learning infrastructure. We discuss research that exemplifies these three issues and demonstrates the ways in which shifting theoretical perspectives, realigning methodologies, and resituating research foci signal the existence of a nascent disciplinary matrix.C

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Museum professionals strive to provide meaningful experiences for visitors. Meaningful experiences are those that provide choice and control in the exploration of ideas, concepts, and objects. In many cases, these experiences occur through an interactive component. Although a number of studies have focused on interactives in museums, the field would benefit from an intensive look at how visitors perceive of and learn from these experiences. Discussion about this topic has been sidetracked by conversations about the terminology that describes this type of experience. Drawing upon studies conducted in this area, this paper looks at the role of interactives in museums by exploring three broad themes: clarity of purpose and underlying assumptions; design factors; and social engagement and learning. In conclusion, suggestions are offered for ways that these studies might inform the development of interactive experiences.

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Play is a central, defining concept for children's museums, yet it's become a hot button issue which is problematic if play is what makes children's museums uniquely valuable. In this article, members of the Children's Museum Research Network share findings from their first research study, focused on elucidating the problem of play in children's museums. Results suggest that children's museums may not have shared definitions and conceptualizations of play.