The new generation of science museums is characterized by exhibits that allow the visitors to experiment freely with natural phenomena. This setting provides a unique type of research laboratory for studying how people learn. Using examples from our work with children at the site of exhibits on light and vision, we illustrate the preconceptions the children bring to the situation and how these notions shape their interpretation of the phenomena they manipulate and observe. Furthermore, we show how a conceptual analysis of the exhibit, when tied to the visitors’ interpretations, can be used to modify the exhibit in ways that enhance the user's understanding of the science involved. The study of learning in science museums is a field in its infancy. In this article we indicate its potential as well as some problems and questions it can fruitfully address.
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