Family behavior and learning in informal science settings: A review of the research.

Almost every metropolitan area has an informal science setting, such as a natural history museum, zoo, science center or planetarium (Laetsch et al, 1980). Visitor demographics over the years have consistently shown that family groups constitue approximately 60% of all visitors to these settings (Bickford et al, 1992; Balling et al, 1985; Alt, 1980; Laetsch et al, 1980; Ham, 1979; Borun, 1977; Cheek et al, 1976). U.S. Bureau of the Census statistics in 1984 indicated that museum-going was rapidly becoming the single most popular, out-of-the-home family activity in American and this was confirmed again in 1991 (U.S. Bureau of the Census, 1985, 1992). In the last 10 years, the numbers of these institutions and the visitations to them have nearly doubled (ASTC 1993). Given that these settings are popular places for many families to visit seeking interesting and educational ways to spend their leisure time together, these intitutions serve an increasingly important role in the science education infrastructure of a community (ST. John & Perry, 1993). Considerable effort by informal science professionals has been directed at creating more interactive experiences, with the intention of enhancing visitor learning. What do families do in such settings? Is there any evidence that these settings are promoting science learning?

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