Abstract
This study explored family groups’ informal learning experiences at a science museum. It was specifically designed to investigate: (1) their visiting behaviors, (2) their preferences for exhibit styles, and (3) their verbal communications among group members while visiting a dinosaur gallery. The result showed that films, hands-on, and simulative exhibits established much more attracting power (AP) and holding power (HP) through the gallery than static exhibits. Family groups utilized their own visiting track patterns through the gallery based mainly on “core exhibits” and a few static exhibits. Therefore, family groups could experience diverse track patterns upon return visits. The average time period family spend interacting with exhibits was 60%. This ratio indicates that the nature of the visit was relatively unstructured. This study also found the frequency of verbal communications and the advanced visiting behaviors were induced by the special representations embedded in the exhibits. Because the parents, like most of the public, were relatively un-informed about the concepts in the exhibits they usually told their children the names for the exhibits or gave explanations based on the text provided para-phrased to the developmental stage of their children. Interactive strategies like questioning and discussion were rarely used. Based on the findings of study, this article provided recommendations for science museums, school teachers and parents to utilize the informal science settings more effectively.
| Keywords: | family group; informal learning environment; science learning; science museum, museum study |
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