Thursday, April 14
11:50 AM-12:10 PM
PDT
Tidepool 1

Scaffolding a Science Museum Exhibit through Signage

Full Paper (Live Virtual) ID: 61023
  1. aaa
    Ross Ramsey
    The University of North Carolina at Chapel Hill
  2. aaa
    Mengyi Mao
    The University of North Carolina at Chapel Hill
  3. aaa
    Janice Anderson
    The University of North Carolina at Chapel Hill
  4. Jill Hamm
    The University of North Carolina at Chapel Hill

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.

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