Learning science from museums

Abstract

This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is different than learning in any other setting. The contextual model of learning provides a way to organize the myriad specifics and details that give richness and authenticity to the museum learning process while still allowing a holistic picture of visitor learning. The results of a recent research investigation are used to show how this model elucidates the complex nature of science learning from museums. This study demonstrates that learning from museums can be meaningfully analyzed and described. The article concludes by stating that only by appreciating and accounting for the full complexities of the museum experience will a useful understanding of how and what visitors learn from science museums emerge.

Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators

“…A number of other studies have demonstrated that students value a sense of freedom and choice in their learning (see Falk & Dierking, 2000;Griffin & Symington, 1997).…”

Upper Secondary Students’ Situational Interest: A case study of the role of a zoo visit in a biology class

“…Interest has been found to be associated with focused attention, higher cognitive functioning, and learning (Ainley, Hidi, & Berndorff, 2002), which makes it an important variable for learning in field trip settings (J. H. Falk & Dierking, 2000).…”

The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK

“…There is growing evidence that alongside students learning and doing science, there are opportunities for socialisation and building self confidence. Indeed, many studies have highlighted the personal, socio-cultural and physical benefits associated with informal learning (for example, Falk and Dierking, 2000). Rickinson, Dillon, Tearney, Morris, Choi, Sanders and Benefield (2004) suggest that much research into outcomes of outdoor learning is descriptive rather than empirical, and that whilst useful in itself, there needs to be a more rigorous approach to exploring the benefits that might actually occur in fieldwork contexts.…”