Science learning in informal contexts Behavioral studies on children's knowledge of natural phenomena and family learning in the museum

This dissertation is an example of behavioral research in the museum aiming for a better understanding of how families learn from and about science and technology in an informal learning context. In three empirical studies different aspects of science learning have been studied. In the first study, we have investigated children’s pre-knowledge of floating and sinking. We systematically investigated the coherency of children’s buoyancy representations for multiple contexts (sets of objects) using multiple tasks (multiple-choice questions and a structured interview with open questions). The results revealed multiple knowledge representations of buoyancy within, and between children, depending on task demands, and types of objects to classify. In the second study we have investigated the effect of minimal guidance strategies by museum educators on families’ learning through investigation at an interactive exhibit in a science museum. It was demonstrated that minimal guidance strategies by museum educators can contribute positively to reduce scientifically incorrect conclusions about the relation of object motion and object mass. This effect was shown for both minimal guidance strategies, i.e. describing evidence and giving explanations. In the third study we have investigated the effect of parental pre-knowledge on parent-child interaction during investigation. In addition, we studied the relation of parents’ and children’s person characteristics and parent-child interaction. The results showed that parental pre-knowledge facilitated parental guidance, such that parents asked more closed questions and more open-ended wh-questions. Parental pre-knowledge also led to an increase of children’s explanations. Moreover, parental pre-knowledge improved children’s learning outcomes without parents giving more explanations.