Attempts to increase the efficacy of social scaffolding at cultural dioramas

This research considered the educational potential of dioramas, Perry’s 2012 What Makes Learning Fun? framework, and the applicability of Vygotsky’s sociocultural learning theory in museums. Utilizing the Lubbock Lake Landmark’s Archaic plant processing diorama as a case study, this research determined whether the addition of a handbook to the diorama space could increase the efficacy of social scaffolding at dioramas. Handbooks were created to reflect the natural and cultural heritage interpretive themes associated with the Archaic plant processing diorama.

In total, 40 adult-child groups were observed and audio-recorded. The adult-child groups were split into a control group and experimental group. The control group consisted of the first 20 adult-child groups and did not have access to the handbooks. The experimental group consisted of the last 20 adult-child groups and did have access to the handbooks. Through a mixture of qualitative and quantitative analysis, the behaviors of the adult-child groups with and without access to the handbooks were compared. This comparison determined whether the efficacy of social scaffolding increased with the addition of a handbook to the diorama space.

The success and failures of the handbook are discussed. The research concludes that with alteration the handbooks show a potential to increase the efficacy of social scaffolding at dioramas. In addition, future suggestions are made for the strengthening of social scaffolding and educational outcomes at the dioramas of other museums.