Science Cafés create open, public forums to promote the exchange of ideas between science experts and the public. This study explored Science Café attendees’ interest in science content, and motivational factors in attending events as well as documenting what attendees did with the information presented at an event through the means of a survey (n = 124) and interviews (n = 17). The Synthesized Elements for Informal Learning Experiences at Science Cafés represents a merged perspective of informal learning environments, based on self-determination theory and the contextual model of learning. The synthesized elements (endogenous and ecological) may provide an explanation of the public’s motivation in attending Science Café events. Based on survey and interview data, the majority of participants reported endogenous elements (knowledge and learning; fulfills personal needs) as motivational factors to attend Science Café events. Additionally, attendees stated ecological elements, such as social interactions, with other attendees and science experts were significant motivational influences to attend events. Survey and interview respondents cited they share and discuss the information gained from a Science Café event with others in their social network (e.g., family members, friends, and colleagues). This information may inform best practices in connecting the community to science experts in order to share scientific endeavors and documenting the profound effect science has on the public.

科学咖啡馆建立开放的公共论坛，以促进科学专家与公众之间的思想交流。这项研究探讨了科学咖啡馆与会者对科学内容的兴趣以及参加活动的动机因素，并通过调查（n  = 124）和访谈（n  = 17）记录了与会者对活动中所提供信息的处理方式。科学咖啡馆的非正式学习经历的综合要素代表了基于自决理论和学习上下文模型的非正式学习环境的合并观点。合成元素（内生和生态）可以解释公众参加科学咖啡馆活动的动机。根据调查和访谈数据，大多数参与者报告了内在因素（知识和学习；满足个人需求）是参加科学咖啡馆活动的动机因素。此外，与会者还阐述了生态要素（例如与其他参与者和科学专家的社交互动）对参加活动具有重大的激励作用。调查和访谈受访者表示，他们与社交网络中的其他人（例如，家庭成员，朋友和同事）共享并讨论了通过科学咖啡馆活动获得的信息。这些信息可能会为将社区与科学专家联系起来的最佳做法提供信息，以便共享科学成果并记录科学对公众的深远影响。