Repeated closures of the world’s science museums to stem the spread of COVID-19 have significantly reduced visitors’ access to informal science learning opportunities. Interviews with educators and an analysis of the online content of a science museum were used in this case study to examine the impact of this phenomenon on informal science education. We present several education examples to highlight how educators have attempted to adapt. Specifically, we describe and characterize educators’ strategies—collaboration, networking, and feedback—to address difficulties involved in developing virtually accessible content that will engage users. In addition, we analyze essential attributes of informal learning in the science museum attributes of interaction, free-choice learning, hands-on experience, and authentic learning that the educators kept in mind while planning and redesigning educational programs and cultural events in response to COVID-19. We conclude by forecasting the future of science museums based on the educators’ perceptions of their roles and the nature of informal science learning, assuming that educators are the crucial agents to build a new future direction.

为阻止 COVID-19 的传播，世界各地的科学博物馆一再关闭，这大大减少了游客获得非正式科学学习机会的机会。本案例研究采用了对教育工作者的访谈和对科学博物馆在线内容的分析，以检验这种现象对非正式科学教育的影响。我们提供了几个教育示例，以强调教育工作者如何尝试适应。具体来说，我们描述并描述了教育工作者的策略——协作、网络和反馈——以解决在开发吸引用户的几乎可访问的内容时所涉及的困难。此外，我们分析了科学博物馆属性中非正式学习的基本属性互动、自由选择学习、实践经验和真实学习是教育工作者在规划和重新设计针对 COVID-19 的教育计划和文化活动时牢记的。我们根据教育者对其角色的看法和非正式科学学习的性质来预测科学博物馆的未来，并假设教育者是建立未来新方向的关键推动者。