Chapter 5 of Surrounded by Science focused on the importance of sparking and maintaining interest during informal science learning experiences. Since the beginning of our discussions about informal science learning, we have always stressed that an advantage of learning in informal science spaces is the freedom to explore interest in a topic. But the challenge to informal science learning is to find ways to first garner that curiosity and make it a sustained interest. The goal is to make these informal science learners want to come back to learn more. The people involved in science learning need to be excited and motivated. By being able to choose what to learn, where, when, and how, they are more drawn to the material and more intent on creating valuable connections while learning. Exhibits that encourage exploration and free choice better resonate with the science learners. I know for a fact that when I force myself to learn something that I am not interested in, the process takes much longer. And while I do learn the material, I am likely to forget it faster and not be inclined to look up additional information about it later. This chapter is directly related to Stand 1 of informal science learning and proves that if learners are excited while learning, the experience becomes much more relevant and meaningful. One model that was discussed was a six-component model for creating museum exhibits that helps people learn and also helps people retain the information. The six components are – curiosity, confidence, challenge, control, play, and communication. These factors can be extended to a variety of learning spaces and experiences such as the IMAX movies that were discussed. Right after seeing films about scientific concepts, many people engage in discussion with people who saw the movie and also recommend it to people they know. But in addition to this, the film also makes a lasting impression and they are inclined to engage in activities relating to the topic they learned about. In Genetics class in high school, I watched a movie about genetically modified organisms called Food Inc. which highlighted the greed of big corporations involved in making GMOs. This movie had a profound effect on me, as I began to pay closer attention to the foods I bought and become more interested in what role they play in our daily lives. This movie is the main reason why I wanted to do a group project for this class on genetically modified organisms, because while not much is said about GMOs on a daily basis, it is something with which we interact daily.
Chapter 8 revolved around the idea that informal science learning is a lifelong and lifewide process. An adorable quote that the author included was from a grandfather that had just visited a science exhibit. He said, “You learn—it’s amazing. . . . I’m going on 74 and . . . you’re learning something new every day.” But stemming from this idea that informal science setting allows learning to occur throughout a person’s lifespan, it is important to note that people’s interests change over time. Therefore, the way in which they effectively learn also changes and this must be accommodated for. The way that people interact with science is influenced by their lifetime experiences and their approaches to learning will vary. This is why designers for informal learning spaces need to be aware of their audience. My grandmother for example, who truly enjoys learning about science, will be less comfortable learning about science through exhibits meant for the tech-savvy than my little nine-year old cousin because they were brought up in different environments. I think that the main reason for this has to do with how she was raised versus how most kids in America are raised today – with easy access to computers and other advanced technology. Catering to the needs of various age groups is important in establishing a broad audience whose interests would be satisfied.
