their learning over time or across settings? Do your experiences invite reengagement or repeat visits?

  • Build relationships with neighboring venues. Contact nearby informal learning science environments to discuss common design issues. Is there a way to pool resources to provide visitors with a unique experience that invites them to seek out more in your or other settings? Are connections being made between the current experience and potential future ones? Are there resources for visitors or audiences that summarize all of the local offerings in a comprehensive way? Are there additional resources such as traveling exhibitions that could be brought in to augment the offerings of the setting? These strategies can help facilitate science learning across multiple settings.

For Further Reading

Allen, S. (2004). Designs for learning: Studying science museum exhibits that do more than entertain. Science Education, 88(Suppl. 1), S17-S33.

Falk, J.H., Scott, C., Dierking, L.D., Rennie, L.J., and Cohen Jones, M. (2004). Interactives and visitor learning. Curator, 47(2), 171-198.

Falk, J.H., Dierking, L.D., Rennie, L., and Scott, C. (2005). In praise of “both-and” rather than “either-or:” A reply to Harris Shettel. Curator, 48(4), 475-477.

McLean, K. (1993). Planning for People in Museum Exhibitions. Washington, DC: Association of Science-Technology Centers.

National Research Council. (2009). Introduction, Chapters 5 and 8 in Committee on Learning Science in Informal Environments, Learning Science in Informal Environments: People, Places, and Pursuits. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

National Science Foundation. (2006). Now Showing: Science Museum of Minnesota “Cell Lab. Available: [accessed February 2010].

Shettel, H. (2005). Commentary on Falk, Scott, Dierking, Rennie, and Cohen Jones. Interactives and visitor learning. Curator, 48(2).

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