Developing Rapid Inquiry as a pedagogical framework for multimodal interactions in informal science settings


‘hands-on’ and ‘minds-on’ for young people's learning in science museums


The problem:

Science centres provide playful and engaging interactions with scientific ideas, laws and processes. Visitors are called to ‘find out for themselves’ and so they play with an exhibit, e.g. turn a dial, lift a lever, or roll a wheel. It is expected that such multimodal interactions contribute positively to science learning.

How could these multimodal interactions translate into an understanding of the principles of science since, according to Bell et al. (2009), this is still a challenge for science museums and science centres?


The Research Question

  • What is the potential of inquiry-based approaches to purposefully frame children’s multimodal experiences in the science centre
    • Can they help visitors to learn about science?


We would like to work with science centre educators, science teachers, and young people to
  • co-design a multimodal inquiry framework,
  • co-develop a ‘bank’ of multimodal inquiry activities, and
  • develop a novel mobile SCIENCE MINQ (multimodal inquirer) app.

If you are interested please get in touch with Stamatina Anastopoulou, sa851[at]

The vision

Young people will be able to pick and mix components from a bank of interactive activities by using Rapid Inquirer, an app that will be developed by the project and which will implement Rapid Inquiry – the pedagogical framework we will develop based on the principles of inquiry learning. By interacting with the exhibit and Rapid Inquirer, yound people will be able to translate the science behind the exhibit and play with scientifc principles in context.



Project funded by H2020-EU.1.3.2. - Nurturing excellence by means of cross-border and cross-sector mobility, Topic: MSCA-IF-2017 - Individual Fellowships

This is a Marie Sklodowska Curie Fellowship (2019-2020) for Dr Stamatina Anastopoulou

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