Comparing Materials for Self-Guided Learning in Interactive Science Exhibitions

Abstract

ABSTRACT Science center exhibitions are considered to have the potential to support students' learning. To contribute to the field's knowledge of how to use this potential to the fullest, this study compares four different designs of self-guided resources for use during a science center visit. The first two (open exploration and a traditional worksheet) are similar to many currently in use, and the other two designs (guided exploratory learning, one paper-based and one tablet-based) provided more structure and explicitly aimed to support deeper engagement and exploration. Verbal and nonverbal behaviors of 64 11- to 13-year-old students were recorded by chest-mounted cameras. Video was coded and analyzed quantitatively around instances of behaviors consistent with deep engagement and learning. Findings suggest that different resource designs are associated with different levels of engagement-related behaviors, and designs for guided exploratory learning in particular have the potential to support students' progress towards conceptual understanding.