Museums as avenues of learning for children: a decade of research

By Lucija Andre, Tracy L. Durksen, Monique Volman. Learning Environments Research, 2016

192 citations recorded by the source corpus.

In this review, we focus on the museum activities and strategies that encourage and support children’s learning. In order to provide insight into what is known about children’s learning in museums, we examined study content, methodology and the resultant knowledge from the last decade of research. Because interactivity is increasingly seen as essential in children’s learning experiences in a museum context, we developed a framework that distinguishes between three main interactivity types for facilitating strategies and activities in children’s learning: child–adults/peers; child–technology and child–environment. We identify the most promising strategies and activities for boosting children’s learning as situated in overlapping areas of these interactivity types. Specifically, we identify scaffolding as a key to enhanced museum learning. Our review concludes by highlighting research challenges from the last decade and recommendations for practice and future research on how to design, evaluate and guide theoretically-grounded educational programs for children in museums.

Subfields: Literature and Literary Theory, Museology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/9becd9a7660d2cd23b56f2ac73fea28ba7a75b06

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. K. Truong
2. R. Ordelman
3. Theo Huibers
4. Vanessa Evers
5. T. Beelen
6. Zhiruo Wang

Citations in the corpus

• A Conversational (background): “We focus on children because they are an important audience for museums, and because improving their access to archive materials improves their opportunity for learning [2].”