The development of visitor studies can benefit from the growing bodies of research in cognitive and social science. Recent perspectives in learning assume that thinking and learning occur as individuals interact in specific contexts. This emphasis contrasts with traditional information-processing models that highlight the processing and movement of information through mental structures, deemphasizing the importance of context.
The situated perspective can inform us about the ways in which the organization of classrooms as well as informal learning environments—such as museums, zoos, parks, and nature centers—may affect opportunities for productive learning. This offers new opportunities for exploring situational effects in informal learning settings and incorporating them within a larger psychological context. This article discusses illustrative ongoing research and its implications for visitor studies in general.
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