ABSTRACT This research examines the same 12 school-students making repeat visits over a three-year-period to a science museum. We used a qualitative approach, analysing video recordings of museum visit and interviews with students, focusing on the way students use their former engagement in a science museum using a retrospective view that can offer insight into the pedagogy of the visit and exhibit design. The significance of this study lies in its retrospective lens that allowed us to understand how students build on earlier engagement with museum exhibits when they make repeat visits to informal learning environments. Our retrospective analysis of student learning from five exhibits suggests certain pedagogical and facilitation strategies in three specific areas: first, the sensory-motor experience promotes students’ understanding of the scientific principle of the exhibit. Second, exhibits should aim at presenting abstract concepts in a tangible way. Third, museum educators should use anchor-points throughout the visit to create a more cohesive ‘story’ for students, so that they relate to it in a way, which will help them remember the experience over time. Consequently, the main implications of this study concern exhibit design and the overall pedagogy of the visit.

中文翻译：

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“我知道它是如何工作的！” 学生参与科学博物馆的展览

摘要这项研究调查了在过去三年中重复访问科学博物馆的12名在校学生。我们采用了定性的方法，分析了博物馆参观和学生采访的录像，重点研究了学生利用回顾性观点利用以前在科学馆工作的方式，该观点可以提供有关参观和展览设计的见解。这项研究的意义在于其回顾性的视角，使我们能够了解学生在重复访问非正式学习环境时如何利用博物馆的早期展览参与。我们从五个展览中对学生的学习进行了回顾性分析，提出了在三个特定领域的某些教学和促进策略：感觉运动的体验促进了学生对展品科学原理的理解。其次，展品应以切实的方式展示抽象概念。第三，博物馆教育者应在整个参观过程中使用定位点，为学生创建一个更具凝聚力的“故事”，以便他们以某种方式与故事建立联系，这将帮助他们随着时间的流逝而记住自己的经历。因此，这项研究的主要含义涉及展览设计和参观的整体教学法。