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Sliding Doors: Frame Uptake and Rejection by Learners in a Museum‐Based Climate Learning Experience

Lynne ZummoDepartment of Educational Psychology University of Utah Salt Lake City Utah USA

Benjamin JanneyDepartment of Educational Psychology University of Utah Salt Lake City Utah USA

Kaitlyn KinshellaDepartment of Educational Psychology University of Utah Salt Lake City Utah USA

Jordan GironDepartment of Educational Psychology University of Utah Salt Lake City Utah USA

Marc WhitingDepartment of Educational Psychology University of Utah Salt Lake City Utah USA

Ajla AukerNatural History Museum of Utah University of Utah Salt Lake City Utah USA

Hailey ShermanNatural History Museum of Utah University of Utah Salt Lake City Utah USA

Monika LohaniDepartment of Educational Psychology University of Utah Salt Lake City Utah USA

Science Education·February 6, 2026

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Abstract

Science education efforts that support public understanding of modern climate change are critically needed. However, implementing climate‐related learning experiences can be challenging, as public audiences tend to experience a wide range of understandings of and emotions around the issue. In light of these challenges, many scholars have posed science museums as key places for climate learning, as they are often viewed as trusted public institutions. In this study, we investigated visitor learning in a US science museum at a newly installed climate exhibit —A Climate of Hope . Drawing on framing theory and sociocultural theory, we used mixed methods to examine learners' discourse in relation to frames in the exhibit, broadly asking: In what ways do learners take up and/or reject “side door” frames? Through analysis, we conceptualized the notion of side door moments , in which learners take up and use new, potentially productive framings, and, reflexively, closed door moments , when learners reject such frames. Findings show that uptake/rejection occurred socially and was shaped by both the unique cultures of participant groups and macro‐level powered relations beyond groups. Additionally, we found that a local frame was taken up by learners across a variety of climate views, suggesting that a frame‐based approach in climate education could lay the groundwork for experiences that do not exacerbate sociopolitical divides and tensions.

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