Scaffolding a Science Museum Exhibit through Signage
Abstract: Scaffolding learning in science museum exhibits can be a challenging endeavor. Learning in these settings is self-directed, sporadic, and lacking in structure (Falk, Dierking & Semmel, 2013). Museum educators and exhibit designers struggle to provide the appropriate types and amounts of scaffolding, where too little scaffolding can result in suboptimal learning outcomes while too much scaffolding can result in an “over-formalization” of the exhibit (Yoon et al., 2013). This study examines the use of signage in scaffolding students’ engagement with a science exhibit about light. Twelve students were asked to engage with four activities within the exhibit. Videos of student behavior were recorded and thematically coded. Findings indicate that textual scaffolds, as they were implemented in this exhibit, may have missed opportunities to promote meaningful engagement with exhibit activities. Implications for exhibit design practice and research are discussed.