This chapter, ironically, broke down the teaching of science into a science. I was surprised to find out that people record conversations at museums in order to figure out how to better design their museum, and to figure out the most optimal way to convey their knowledge. I also wondered if any of my conversations at museums have been recorded (probably not, since a waiver is needed to be signed). But it’s great to know that there are people out there whose sole job it is to listen to conversations had by people at an exhibit, and engineer the most favorable museum design based off of those conversations. Social sciences such as these are gaining more ground nowadays, and it’s one of the new and great ways we’re expanding our knowledge. This in itself is an example of our use of metacognition and points to our higher intelligence. Very exciting stuff.

I also found myself agreeing with the section about how parents can reinforce and develop their children’s knowledge. The example of  a mother clarifying information about dinosaur eggs was a perfect scenario that demonstrates this. Similarly, it speaks to how having an expert in the field conducive to learning without introducing a discomfort factor. The discomfort factor, as I experienced, usually occurs when an expert in a field (usually much older than I am) lingers after his explanation as I try to play with the tools in an exhibit, or talk with my friends about my thoughts of it. It doesn’t allow me to freely brainstorm and experience the exhibit with privacy. This factor is eliminated if the expert is somebody who I know well or is close to my age.

Another great method of encouraging learning brought up by the text is positive reinforcement. The text spoke about how girl scouts receive a badge every time a favorable behavior has been performed. For example, if a child constantly expresses curiosity, this action might earn them a badge. Psychologically, this method has been proven to work. However, one pitfall to this method is that the subject might then be encouraged to continue performing this behavior solely to continue earning that reward (the badge) and not because they honestly wanted to react that way. Museums eliminate this constraint by allowing visitors to freely explore whichever exhibits they feel drawn to.

Adults must also be careful when teaching children. In the boat-building example, we see the parents doing most of the challenging problem-solving tasks, such as building differently shaped boats, while leaving the logistical tasks to their children, such as setting off the boats into the water. The child might end up missing the point of the activity or feeling insulted that the parent doesn’t allow them to think on their own. This is one of the ways an aversion to learning is often developed. Although sometimes the problem might be too challenging for a child to solve and an adult’s help is necessary, other times it’s necessary to let them have a go at it. It’s very easy to become absorbed in an activity so much that you forget your purpose is to have your children learn too. I speak from a psychological perspective as well as from experience, since I find myself guilty of sometimes doing this with my seven year old sister.