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Relations between children's exploration in a children's museum and their reflections about their exploration

David M Sobel1, Laura W Stricker1,2, Deena Skolnick Weisberg3

  • 1Brown University, Providence, Rhode Island, USA.

Child Development
|July 12, 2022
PubMed

Insights

Children

Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Museum Studies

Background:

  • Understanding how children learn through exploration is crucial for developing effective educational strategies.
  • Museums offer unique environments for children's informal learning and cognitive development.
  • Metacognition, or thinking about one's thinking, plays a key role in learning processes.

Purpose of the Study:

  • To investigate children's first-person perspectives on their museum exhibit exploration.
  • To examine the relationship between collaborative play, goal setting, and behavioral revisions in children.
  • To understand how children develop metacognitive reflection on learning through exploration.

Main Methods:

  • Studied 60 children aged 6-9 years exploring museum exhibits.
  • Coded children's goal setting, goal completion, and behavioral changes during exploration.
  • Analyzed the relationship between collaborative play and behavioral revisions, and between age and metacognitive reflection.

Main Results:

  • Collaborative play was associated with a higher frequency of behavioral revisions to achieve goals (OR = 2.14).
  • Older children demonstrated a stronger connection between discussing goals and revising behaviors.
  • Children's ability to reflect on their goals improved when they observed their behaviors changing (OR = 1.23).

Conclusions:

  • Findings suggest that collaborative museum exploration fosters adaptive learning behaviors in children.
  • The study highlights the development of metacognitive reflection as children link goal-directed actions with observed behavioral changes.
  • Results provide insights for designing museum exhibits that promote metacognitive skills and deeper learning through exploration.

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