Using the contextual model of learning to understand visitor learning from a science center exhibition

TLDR

Falk and Dierking’s Contextual Model of Learning has been applied to study free‑choice science learning, and prior research has identified key variables such as prior knowledge, interest, and motivation that influence visitor learning. The study aimed to determine how individual independent variables affect learning outcomes in free‑choice settings and to evaluate the usefulness of the Contextual Model of Learning for museum learning. A repeated‑measure design with interviews, observations, and behavioral measures was conducted on a random sample of 217 adult visitors to a life‑science exhibition at a major science center. Results showed that prior knowledge, interest, motivation, choice, control, social interaction, orientation, advance organizers, architecture, and exhibition design each individually influenced learning, yet no single factor explained outcomes across all visitors, and the Contextual Model helped clarify these complex interactions, especially when visitors were segmented by entry conditions. © 2005 Wiley Periodicals, Inc.; Sci Ed 89:744–778, 2005.

Abstract

Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute to learning outcomes when not studied in isolation? and (2) Does the Contextual Model of Learning provide a useful framework for understanding learning from museums? A repeated measure design including interviews and observational and behavioral measures was used with a random sample of 217 adult visitors to a life science exhibition at a major science center. The data supported the contention that variables such as prior knowledge, interest, motivation, choice and control, within and between group social interaction, orientation, advance organizers, architecture, and exhibition design affect visitor learning. All of these factors were shown to individually influence learning outcomes, but no single factor was capable of adequately explaining visitor learning outcomes across all visitors. The framework provided by the Contextual Model of Learning proved useful for understanding how complex combinations of factors influenced visitor learning. These effects were clearerest when visitors were segmented by entry conditions such as prior knowledge and interest. © 2005 Wiley Periodicals, Inc. Sci Ed 89:744–778, 2005