In recent years, there has been a growing recognition of the importance of self-regulated learning in the fields of science, technology, engineering, and mathematics (STEM). As educators and researchers seek to understand how students best engage with complex scientific concepts, informal learning environments such as museums have emerged as critical spaces for fostering deep, meaningful educational experiences. A groundbreaking study led by Lewalter, Neubauer, and Moser, published in the International Journal of STEM Education, delves into the intricate dynamics that influence self-regulated STEM learning during museum visits, particularly focusing on the interplay between individual learner characteristics and the specific activities undertaken during school-organized visits.
Central to this study is the concept of self-regulated learning, a cognitive process whereby learners actively manage their own educational experiences through goal setting, strategic planning, self-monitoring, and self-reflection. This autonomous approach to learning has been widely acknowledged as essential for mastering STEM disciplines, which often require critical thinking, problem-solving, and the application of abstract concepts to practical problems. Museums, with their interactive exhibits and hands-on opportunities, offer unique platforms for promoting such self-regulation, yet research into how different learner attributes and visit-related factors impact this process has been limited until now.
The research team employed a rigorous methodological framework to explore these questions, analyzing data collected from school groups visiting various STEM-focused museums. By correlating individual learners’ cognitive, motivational, and emotional characteristics with the nature and extent of their engagement with visit-related activities, the researchers illuminated key predictors of successful self-regulated learning in these informal environments. Notably, learner characteristics such as prior knowledge, intrinsic motivation, and self-efficacy were found to significantly influence how students interacted with exhibits, how they set learning goals during the visit, and how they employed metacognitive strategies.
Equally important were the types of activities promoted by the museums and teachers during the visits. Activities that encouraged exploration, hypothesis testing, and collaborative problem-solving were positively associated with higher levels of self-monitoring and adaptive reflection among students. Conversely, more passive forms of engagement, such as guided tours with limited interaction, tended to diminish opportunities for self-regulated learning. These findings underscore the critical role of museum pedagogical design and facilitator involvement in shaping the quality of STEM learning experiences.
One of the more novel aspects of this study is its attention to the dynamic interplay between learner characteristics and contextual factors within the museum setting. The results suggest a synergistic relationship, where learner predispositions to self-regulation can be either enhanced or hindered depending on how museum activities are structured. For example, students with high intrinsic motivation benefited most from open-ended inquiry tasks, whereas those with lower self-efficacy required more scaffolding and structured guidance to engage effectively with the content.
The implications of these findings extend far beyond the walls of museums themselves. By highlighting how self-regulated learning is mediated by contextual and individual factors, this research presents valuable insights for educators aiming to bridge informal and formal STEM education. It provides concrete evidence supporting the integration of museum-based experiences into school curricula as a means to cultivate lifelong learning skills critical for scientific literacy and innovation.
Moreover, the study advances existing theories of motivation and cognitive engagement by demonstrating the interdependence of learner characteristics such as goal orientation and perceived competence with the design of learning environments. These insights have the potential to inform the development of adaptive educational technologies that tailor STEM content delivery based on real-time assessment of learner engagement and self-regulatory behaviors.
From a technical perspective, the researchers utilized advanced statistical modeling techniques to parse out complex interactions among variables. Structural equation modeling enabled them to validate hypothesized relationships between learner traits, activity types, and self-regulated learning outcomes, while controlling for confounding influences such as age and prior museum experience. This methodological rigor strengthens the generalizability and reliability of their conclusions.
The study also sheds light on the emotional and social dimensions of STEM learning in museums. Positive emotional experiences, such as curiosity and fascination, were linked with increased motivation to self-regulate learning, while social interactions with peers and facilitators supported metacognitive reflection. These findings emphasize that STEM education is not merely a cognitive endeavor but also deeply interwoven with affective and interpersonal processes.
Importantly, the research highlights disparities in self-regulated learning related to learner backgrounds. Students from underrepresented groups in STEM fields often exhibited lower initial self-efficacy but demonstrated significant gains when participating in well-designed, supportive museum activities. This points to the potential of museums as inclusive learning environments that can mitigate educational inequities and foster diversity in STEM.
The study’s recommendations for museum practitioners include the adoption of interactive exhibits that provoke inquiry and problem-solving, as well as the training of facilitators to recognize and support varying levels of learner self-regulation. Additionally, it advocates for enhanced collaboration between formal educators and museum staff to align visit activities with curricular goals and learner needs.
Future research directions proposed by Lewalter and colleagues involve longitudinal tracking of students’ STEM learning trajectories post-museum visit. Such studies could elucidate the long-term impact of self-regulated learning experiences in informal settings on academic achievement and career choices in STEM. Furthermore, integrating wearable technology and biometrics could enrich the understanding of physiological correlates of engagement during museum visits.
This research contributes a timely and profound understanding of how informal STEM education environments can be optimized to support autonomous learning, emphasizing that the effectiveness of museum visits hinges not only on the exhibits themselves but also on recognizing and nurturing the diverse learner characteristics within the school visitor population.
As society continues to grapple with challenges requiring STEM expertise, such as climate change and technological innovation, fostering self-regulated learning in accessible, engaging venues like museums is paramount. The findings from this study offer a roadmap for leveraging these cultural institutions to inspire and equip future generations of scientists, engineers, and innovators.
In conclusion, the work of Lewalter, Neubauer, and Moser marks a significant advance in educational research by empirically confirming the pivotal role of learner characteristics and visit-related activities in shaping self-regulated STEM learning within museum settings. Their insights call for a reimagining of how informal STEM education can complement and enhance traditional classroom instruction, ultimately nurturing autonomous, motivated, and capable STEM learners ready to tackle the challenges of tomorrow.
Subject of Research: Self-regulated STEM learning in museum environments, focusing on learner characteristics and activities during school visits.
Article Title: Self-regulated STEM learning in museums—the role of learner characteristics and visit-related activities in school.
Article References:
Lewalter, D., Neubauer, K. & Moser, S. Self-regulated STEM learning in museums—the role of learner characteristics and visit-related activities in school. IJ STEM Ed 12, 56 (2025). https://doi.org/10.1186/s40594-025-00577-9
Image Credits: AI Generated
