Sliding Doors: Frame Uptake and Rejection by Learners in a Museum-Based Climate Learning Experience
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| Title: | Sliding Doors: Frame Uptake and Rejection by Learners in a Museum-Based Climate Learning Experience |
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| Language: | English |
| Authors: | Lynne Zummo (ORCID |
| Source: | Science Education. 2026 110(4):1198-1223. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2314238 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Museums, Climate, Environmental Education, Learning Experience, Science Education, Science Teaching Centers, Exhibits, Learning Processes |
| DOI: | 10.1002/sce.70051 |
| ISSN: | 0036-8326 1098-237X |
| Abstract: | Science education efforts that support public understanding of modern climate change are critically needed. However, implementing climate-related learning experiences can be challenging, as public audiences tend to experience a wide range of understandings of and emotions around the issue. In light of these challenges, many scholars have posed science museums as key places for climate learning, as they are often viewed as trusted public institutions. In this study, we investigated visitor learning in a US science museum at a newly installed climate exhibit--"A Climate of Hope." Drawing on framing theory and sociocultural theory, we used mixed methods to examine learners' discourse in relation to frames in the exhibit, broadly asking: In what ways do learners take up and/or reject "side door" frames? Through analysis, we conceptualized the notion of "side door moments," in which learners take up and use new, potentially productive framings, and, reflexively, "closed door moments," when learners reject such frames. Findings show that uptake/rejection occurred socially and was shaped by both the unique cultures of participant groups and macro-level powered relations beyond groups. Additionally, we found that a "local" frame was taken up by learners across a variety of climate views, suggesting that a frame-based approach in climate education could lay the groundwork for experiences that do not exacerbate sociopolitical divides and tensions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508419 |
| Database: | ERIC |
| Abstract: | Science education efforts that support public understanding of modern climate change are critically needed. However, implementing climate-related learning experiences can be challenging, as public audiences tend to experience a wide range of understandings of and emotions around the issue. In light of these challenges, many scholars have posed science museums as key places for climate learning, as they are often viewed as trusted public institutions. In this study, we investigated visitor learning in a US science museum at a newly installed climate exhibit--"A Climate of Hope." Drawing on framing theory and sociocultural theory, we used mixed methods to examine learners' discourse in relation to frames in the exhibit, broadly asking: In what ways do learners take up and/or reject "side door" frames? Through analysis, we conceptualized the notion of "side door moments," in which learners take up and use new, potentially productive framings, and, reflexively, "closed door moments," when learners reject such frames. Findings show that uptake/rejection occurred socially and was shaped by both the unique cultures of participant groups and macro-level powered relations beyond groups. Additionally, we found that a "local" frame was taken up by learners across a variety of climate views, suggesting that a frame-based approach in climate education could lay the groundwork for experiences that do not exacerbate sociopolitical divides and tensions. |
|---|---|
| ISSN: | 0036-8326 1098-237X |
| DOI: | 10.1002/sce.70051 |
