Reflection: A Tool to Deepen Learning and Make It Visible

Date: 
Tuesday, December 15, 2020
Resource Type:
Blog Post | Reference Materials
Environment Type: 
Public Programs, Making and Tinkering Programs, Museum and Science Center Programs
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Families | Museum/ISE Professionals
Discipline: 
Art, music, and theater | Education and learning science | Engineering | Technology
Organization:
Chicago Children's Museum
Description: 

As professionals, we often assume that the engaging experiences visitors have in our exhibits and programs will lead to long-term learning. But how do we know this is happening, and, moreover, how do we design exhibits, programs and interactions to maximize visitors’ ability to learn from their experiences?  At Chicago Children’s Museum a long- standing research collaboration with Northwestern University and Loyola, Chicago University has allowed us to examine how families’ conversational reflections during and after their in-museum experiences impact children’s ability to process and recall what they did during hands-on experiences.  Based on our work, this article suggests a number of tips and techniques for supporting children's STEM learning.

Funder(s): 
NSF
Funding Program: 
AISL
Award Number: 
1515771
Funding Amount: 
$387,628

Team Members

Tsivia CohenTsivia CohenPrincipal Investigator
Kim KoinKim KoinProject Staff

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