ronments that juxtapose the learners’ understanding of a natural
phenomenon with the formal disciplinary ideas that explain it.
This often includes illustrating a surprising or typically
hidden aspect of the phenomenon and prompting the learner to
reflect on what it means. This approach is intended to help
learners examine their own understanding and work toward
revising it so that it more closely resembles current scientific
understanding.  Another strategy that can aid flexible learning
is providing multiple ways for learners to engage with concepts,
practices, and phenomena in a particular setting. This strategy
reflects the finding that knowledge presented in a variety of
contexts is more likely to support flexible transfer of
knowledge. For example, in museum settings there is evidence
that interpretive materials, such as labels, signs, and audio
guides, are more effective in increasing knowledge and
understanding than simply interacting with an object or natural
phenomenon.6 Similarly, in more extended