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Abstract Agency is a central value within museums and science centers, but it has not been defined and operationalized in ways that can guide museum practice or support inclusion for new audiences. In this project, an interdepartmental group of science center staff co‐created a conceptual framework for noticing and supporting visitors' agency. The framework includes four interconnected aspects of agency: physical environment, social engagement, choice and autonomy, and relevance and empowerment. Conceptualizing agency as multifaceted led to more expansive approaches for supporting it, allowing staff to move beyond open‐endedness to consider a wider range of supports and structures that can make museum experiences more inviting and inclusive. The framework informed the development of practical tools for use by exhibit/program developers and facilitators. Tools are freely available and guide museum staff in questioning current practices and integrating the four facets of agency into planning, prototyping, and observation of interactive experiences. 

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.