Science learning theories in informal settings: a conceptual review

Education in the 2030 Agenda requires the construction of sustainable cities and learning communities for the improvement of educational quality. Science education could benefit from the creation of an urban educational network that surpasses the boundaries of the traditional school. This paper systematizes the main theoretical perspectives to explain and guide the design of science learning in museal and outdoor spaces. It identifies thirteen different perspectives that assemble people, places and cultures. Some perspectives emphasize the relevance of the place or physical space where learning occurs (contextual learning, third space, environmental interpretation and place-based pedagogy). Others focus on people, their previous experiences, needs and interests (situated identities, development of interest and experiential learning). Finally, other perspectives underline social relationships and cultures (communities of practice, social learning, family learning, conversational and narrative learning, and pedagogy of walking). Learning in museum spaces is conceptualized as an experiential, relational, active and situated process, inseparable from its physical, social and cultural context. Some general recommendations are proposed to strengthen the educational design of informal science learning.