What the study found
The study identifies thirteen theoretical perspectives for explaining and guiding science learning in museums and outdoor spaces. It describes this learning as an experiential, relational, active, and situated process that is inseparable from its physical, social, and cultural context.
Why the authors say this matters
The authors say science education could benefit from an urban educational network that goes beyond the traditional school, in line with the educational goals of the 2030 Agenda. The study suggests that better educational design for informal science learning can be supported by combining perspectives on place, people, and culture.
What the researchers tested
This paper is a conceptual review that systematizes major theoretical perspectives on science learning in informal settings. It focuses on museal and outdoor spaces and organizes the perspectives into those centered on place, those centered on people and prior experience, and those centered on social relationships and cultures.
What worked and what didn't
The review identifies perspectives that emphasize place, such as contextual learning, third space, environmental interpretation, and place-based pedagogy. It also identifies perspectives focused on people, including situated identities, development of interest, and experiential learning, as well as perspectives focused on social relationships and cultures, including communities of practice, social learning, family learning, conversational and narrative learning, and pedagogy of walking.
What to keep in mind
The abstract does not report an empirical test, comparison, or measured outcomes. It also does not provide detailed limitations beyond noting that the paper proposes some general recommendations for educational design.
Key points
- The paper identifies thirteen theoretical perspectives for informal science learning.
- It focuses on science learning in museum and outdoor spaces.
- The authors describe informal science learning as experiential, relational, active, and situated.
- The perspectives are grouped around place, people, and social relationships/cultures.
- The abstract says the paper proposes general recommendations for educational design.
Disclosure
- Research title:
- Informal science learning is shaped by place, people, and culture
- Authors:
- Liliana Valladares
- Institutions:
- Universidad Nacional Autónoma de México
- Publication date:
- 2026-02-27
- OpenAlex record:
- View
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