Assessing the Impact of Interactive Science Labs on High School Students' Conceptual Understanding in a Regional Science Museum

Thesis Abstract

This study investigates the impact of interactive science laboratories within a regional science museum on the conceptual understanding of high school students, addressing the persistent challenge of enhancing science learning outcomes beyond traditional classroom settings. Despite widespread recognition of hands-on experiential learning as a catalyst for deeper comprehension, limited empirical evidence exists regarding its specific influence in museum-based environments. The primary aim is to assess whether participation in interactive science labs significantly improves students’ conceptual grasp of fundamental scientific principles compared to conventional exhibit-based experiences. Additionally, the study seeks to identify factors mediating this relationship, such as engagement levels, cognitive load, and prior knowledge. A mixed-methods research design underpins the investigation, integrating quantitative and qualitative approaches to generate comprehensive insights. The quantitative component employs a quasi-experimental pretest-posttest control-group design, involving a total sample of 200 high school students aged 15-18 from four different schools within the region. The sample is stratified and selected through purposive sampling to ensure representation across socio-economic backgrounds. Participants are divided into experimental groups participating in structured interactive science lab sessions, and control groups experiencing only standard museum exhibits. Data collection instruments include validated multiple-choice assessments measuring conceptual understanding aligned with the Next Generation Science Standards, administered before and after interventions, alongside engagement questionnaires and observational checklists. The qualitative component comprises semi-structured interviews with 20 students and 10 museum science educators, aimed at exploring perceptions of the learning experience, motivation, and the perceived effectiveness of the interactive labs. Validity and reliability of the instruments are established through pilot testing, Cronbach’s alpha, and content validity checks by subject matter experts. Data analysis involves paired t-tests and ANCOVA to examine differences in pre- and post-intervention scores, while multiple regression analysis explores predictors of conceptual gains. Thematic analysis is applied to qualitative data to elucidate contextual factors influencing student learning outcomes. It is anticipated that the results will demonstrate a statistically significant improvement in the experimental group's conceptual understanding relative to the control group, with engagement levels and prior knowledge emerging as key mediators. Findings are expected to align with constructivist learning theories and Vygotsky’s social development theory, which underscore the importance of active participation and social interaction in meaningful learning. The study aims to contribute to scholarly discourse by providing robust empirical evidence on the efficacy of interactive science labs in museum settings, thereby bridging a notable gap in the literature regarding informal science education. The research will further inform best practices for designing and implementing interactive experiences within science museums to maximize educational benefits. The main conclusion underscores that structured, inquiry-based laboratory activities significantly enhance high school students’ understanding of core scientific concepts, surpassing traditional exhibit-based approaches. Based on these findings, recommendations include increased investment in interactive laboratory infrastructure, professional development for museum educators, and integration of such labs into broader science curriculum strategies. The study advocates for policymaker support to embed museum-based interactive science education as a vital component of STEM education, with further research suggested in longitudinal studies assessing long-term retention and transfer of scientific understanding beyond museum visits.