SCIENCE-MINQ · Developing Rapid Inquiry as a pedagogical framework for multimodal interactions in informal science settings

Developing Rapid Inquiry as a pedagogical framework for multimodal interactions in informal science settings

This project is firmly situated within the Learning Sciences. This is an interdisciplinary field that aims to further scientific understanding of learning and engage in the design and implementation of learning innovations. The present project focuses on the area of Informal Science Learning in which the study of science learning processes and outcomes is conducted in informal settings such as science centres. Science centres and science museums have a vital role in communicating the social, cultural and historical context of science and can influence how visitors relate science to everyday life. Visitors however do not necessarily achieve the expected learning potential. Focusing on this challenge, Science-MINQ studied how science centre visitors can remain “minds-on” while they are “hands-on” with the exhibits. Science-MINQ aimed to translate inquiry learning, a successful educational approach for schools and beyond, to science learning in science centres. It developed ‘Rapid Inquiries’, short hands-on experiences for young visitors to interact with science concepts. Acknowledging that the science centre visit is typically short in time and narrow in focus, the project developed an inquiry-based approach that suits visitor needs. Visitors can experiment with the exhibits in ways that promote their learning potential while avoiding the fun, yet mind-less, experience of a theme park. Thereby Science MINQ proposed new ways that visitors can interact with interactive exhibits, changing the way learning can take place in science centres. The project objectives included (1) the co-design of the Rapid Inquiry Framework; (2) the elicitation of a set of requirements for interaction components suitable for rapid inquiries; (3) a taxonomy to identify which exhibits could be of significance for rapid inquiries and ultimately learning (4) the co-design of interaction components that integrate multimodal interactions with exhibits. While the disruption of the pandemic had immense impact on the project, it also provided the context for an additional research dimension: an exploration of the pedagogical potential of the Rapid Inquiry Framework to facilitate remote visitor engagement. The project became part of an international network of experts (academics and science centre professionals) from the UK, Norway, Sweden, the Netherlands and France, that explored the potential of blended learning approaches to engage school groups during lockdowns and museum closures. Within this network, the fellow further explored how Rapid Inquiries may facilitate such blended learning experiences. The collaboration resulted in a workroom series for ECSITE, the European network of science centres, and related sessions at the annual ECSITE conference in 2021 and 2022.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз