The Attleboro Public Library offers an hour-long science program for kids ages 3 through kindergarten one Saturday morning a month from October to June. The goal of the program is to encourage children and their caregivers to learn and discover together. Younger siblings under 3 are encouraged not to attend so that the adult can […]
Designed for museum educators and informal science education professionals without formal training in evaluation, this guide explains team-based inquiry (TBI) and how it can be used as a tool for developing or improving educational experiences in museums such as programs and exhibits. TBI consists of a continuous cycle with four main phases: question, investigate, reflect, […]
Published by a group of informal science centers known as PISEC (which includes museums, a zoo and an aquarium), this handbook is intended for museum practitioners and visitor behavior researchers. It details the group’s three-phase investigation into the learning that occurs among families in museums. The handbook includes a literature review, and explains the group’s […]
The Adult Child Interaction Inventory (ACII) was the product of a three-year NSF-funded research project that aimed to better understand the non-verbal and verbal interactions between adults and preschool children in museums during STEM programs.
Science museums often seek to create open-ended, interactive exhibits designed to support visitors in conducting scientific inquiry. Visitors, however, do not always have the skills or previous knowledge needed to perform in-depth investigations to answer certain scientific questions.
This article focuses on the important role that adult family members play in unstructured interactions with museum staff. Scott A. Pattison and Lynn D. Dierking conducted a qualitative study to explore the patterns and themes that emerge in staff-visitor interactions in museums and science centers.
This article is the product of research done by the FEAST (Facilitating Engagement of Adults in Science and Technology) consortium of European science museums and science centers. The report, designed to assist museum educators in supporting parents and caregivers in educating children in informal science institutions, explains how museums can help caregivers become more involved […]
“Young children are active learners. They learn while doing and they play while learning. Experiential exhibition environments can become catalysts and supports for this mode of engagement.”