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Blog Post

Reflection: A Tool to Deepen Learning and Make It Visible

December 15, 2020 | Public Programs

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.

TEAM MEMBERS

  • REVISE logo
    Principal Investigator
    Chicago Children's Museum
  • Kim Koin
    Project Staff
    Chicago Children's Museum
  • Citation

    Funders

    NSF
    Funding Program: AISL
    Award Number: 1515771
    Funding Amount: $387,628
    Resource Type: Reference Materials
    Discipline: Art, music, and theater | Education and learning science | Engineering | Technology
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Families | Museum/ISE Professionals
    Environment Type: Public Programs | Making and Tinkering Programs | Museum and Science Center Programs

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