This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i. e., the context, under which it occurs. Hence, learning in museums is different than learning in any other setting. The contextual model of learning provides a way to organize the myriad specifics and details that give richness and authenticity to the museum learning process while still allowing a holistic picture of visitor learning. The results of a recent research investigation are used to show how this model elucidates the complex nature of science learning from museums. This study demonstrates that learning from museums can be meaningfully analyzed and described. The article concludes by stating that only by appreciating and accounting for the full complexities of the museum experience will a useful understanding of how and what visitors learn from science museums emerge.
free-choice; learning; science; museum; visitors
