Scaffolding informal learning in science museums: How much is too much? Virtual Issue: Building Capacity for Research at the Intersection of the Learning Sciences and Informal Science Education.

This study investigated the optimal combination of six scaffolds to enhance learning in a science museum while preserving informal participation behaviors. Results from 307 middle school students suggest that digital augmentations, posted questions, and collaborative groups may improve conceptual learning. However, deeper cognitive gains required highly scaffolded conditions, reducing informal behaviors.

Citation
Yoon, S., Elinich, K., Wang, J., Van Schooneveld, J., & Anderson, E. (2016). Scaffolding informal learning in science museums: How much is too much? Virtual Issue: Building Capacity for Research at the Intersection of the Learning Sciences and Informal Science Education. Science Education. Retrieved from