Scaffolding informal learning in science museums: How much is too much?

This study investigated optimal scaffold combinations for enhancing science museum learning while maintaining informal participation. With 307 middle school students, digital augmentations, questions, and collaboration improved conceptual learning. Deeper cognitive gains required more scaffolding but reduced informal behaviors. Results contribute to research on informal science learning environments.

Citation
Yoon, S., Elinich, K., Wang, J., Van Schooneveld, J., & Anderson, E. (2013). Scaffolding informal learning in science museums: How much is too much? Science Education,
97(6), 848-877.