Museums and science centers are capable of challenging traditional and hierarchical
pedagogies (Kratz & Merritt, 2011) by integrating STEM content learning with the knowledge
and cultural wealth available within local communities. The current study took place within the
context of a long-term partnership between a science center and a local public preschool in a
culturally and linguistically diverse, urban community in the northeastern US. This study brought
together preschool educators, caregivers, and museum staff to co-design new STEAM
enrichment possibilities for young children and their families.
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Defining and Observing Families' Epistemic Agency During Science Center Visits
Supporting learners’ agency in constructing and using STEM knowledge is critical not only for fostering deeper learning, but also for making STEM education more equitable and inclusive. Informal learning environments like museums and science centers often prioritize agency within hands-on and interactive learning experiences, but few studies have defined what agency looks like within these spaces. The current study uses theoretical understandings of epistemic agency as a lens for understanding families’ experiences in science centers. A team of researchers, exhibit designers, educators, and museum facilitators collaboratively generated a working definition of agency in the context of families’ science center visits, and created a reflection tool to help museum practitioners notice observable aspects of agency in families’ interactions at STEM exhibits.
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- Award ID(s):
- 2046141
- NSF-PAR ID:
- 10497635
- Publisher / Repository:
- AERA
- Date Published:
- Subject(s) / Keyword(s):
- agency science centers museums family learning informal STEM learning
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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