The Future of Education
From Research Center to Science Museum: A Phase-Based Mixed-Methods Study on Informal Science Learning
Dimitra Giantsiou, National Technical University of Athens (Greece)
Vangelis Karkaletsis, National Centre of Scientific Research “Demokritos" (Greece)
Abstract
This study is part of a doctoral research project and is driven by a central question: Ηow do students experience science when they encounter it outside the classroom? More specifically, how do informal learning environments shape the way they think about science, relate to it and construct meaning through it? To explore this, a phase-based mixed-methods study was designed. In the first phase, the research focused on students’ experiences within a research center environment (NCSR “Demokritos”), examining how informal science activities support engagement, metacognitive awareness, and the development of science-related attitudes. Building on these findings, the second phase extends the study into a comparative framework by introducing a different type of environment: a science and technology exhibition environment (Aitherion) in Athens, Greece. The aim is to explore how these two distinct informal contexts—one grounded in authentic scientific practice and the other in interpretative and experiential design—influence students’ learning processes, their perceptions of science, and the ways they connect scientific knowledge to everyday life. To approach this complexity, quantitative data from two parallel structured questionnaires are combined with qualitative observations, allowing for a multidimensional understanding of learning. The research instrument captures key dimensions such as active participation, experiential learning, metacognitive awareness, emotional engagement, autonomy, science skills, and the formation of science-related identity. The analysis focuses on similarities and differences between the two environments, particularly in how students engage with scientific practices, interpret phenomena, and construct meaning. Preliminary findings suggest that both environments support meaningful learning, but through different mechanisms: the research center emphasizes authenticity and direct exposure to scientific practice, while the exhibition-based environment enhances accessibility, emotional engagement, and narrative understanding. The study proposes a comparative approach to understanding informal learning environments, bringing together cognitive, emotional, and identity-related dimensions of learning.
Keywords: Informal science learning, Research centers, Science museums, Metacognition, Mixed-methods research
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