Informal Science Learning Experience for State Legislators: Influence of a Science Museum Exhibition on Legislator Knowledge of Early Childhood Issues

• Published in: Museums & social issues 2015-10, Vol.10 (2), p.134-150
• Main Authors: Langworthy, Sara E., Hodel, Amanda S., Robertson, Lauren, Henn, Brittany, Prager, Emily O., Cadigan, Karen, Benning, Sara J.
• Format: Article
• Language: English
• Subjects: Early childhood policy; Informal learning; Science museums
• ISSN: 1559-6893; 2051-6193
• DOI: 10.1179/1559689315Z.00000000040

Despite the growth of scientific understanding of early childhood development over the past few decades, there remains a sizable gap between what scientists know about early childhood and policymakers' use of scientific information in creating and implementing policy. Informal science institutions like museums provide opportunities to reach lay audiences. This study sought to examine the degree to which a science museum exhibition about the science of early childhood was a useful source of research information for state legislators, and whether that information informed legislators' policy decision-making. Results highlight challenges in engaging state legislators in learning from informal science settings, but suggest increased consideration is warranted for science museums' to use exhibitions as a way to translate and distill scientific concepts for state legislators. Though the exhibition did not have direct impact on policy decision-making, some legislators indicated it added to their cumulative knowledge on research topics pertinent to early childhood policies.