Deepening Conceptual Understanding in Science Centers: The Role of Educators’ Implicit Metacognitive Actions During Interactive Exhibit Guidance

TÜRKMEN G., YILDIRIM Z.

Journal of Museum Education, 2025 (ESCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2025
  • Doi Number: 10.1080/10598650.2025.2467497
  • Journal Name: Journal of Museum Education
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Art Abstracts, Art Source, CAB Abstracts, Communication Abstracts, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Humanities Abstracts, International Bibliography of Art, Veterinary Science Database
  • Keywords: conceptual understanding, implicit metacognition, interactive exhibition units, science center educators, Science communication
  • Middle East Technical University Affiliated: Yes

Abstract

This multiple-case study investigates the implicit metacognitive actions of science center educators and their influence on seventh-grade students’ conceptual understanding during interactive exhibit guidance. The study focuses on three science topics namely force and pressure, energy and energy transformation, and mirrors and light absorption. The research identifies four main categories of metacognitive actions: orientating, planning, monitoring, and evaluating. Analysis of video recordings of guided sessions and students’ conceptual understanding papers reveals that science center educators frequently engage in orientating actions, such as activating prior knowledge and guiding students through interactive exhibition units. The findings show that the frequency and nature of these metacognitive actions and the depth of students’ conceptual understanding might be related emphasizing the importance of metacognitive strategies in enhancing informal science education. Additionally, the study underscores the critical role of interactive exhibition units in facilitating meaningful learning experiences. This research provides valuable insights into how educators’ metacognitive actions during interactive exhibit guidance can be structured to foster deeper conceptual comprehension in science centers.