Abstract
Science centers are increasingly recognized as pivotal entities within informal education, facilitating learning experiences beyond the confines of traditional classroom environments by offering students immersive and interactive educational opportunities. Consequently, there has been a growing scholarly interest in comprehending and evaluating the pedagogical and organizational methodologies employed within science centers. Analyzing these practices through the lens of instructional design principles is seen as crucial for instructional designers, practitioners, and researchers alike. Therefore, assessing the current educational and institutional practices within science centers in Türkiye holds promise for enhancing their effectiveness. This research, conducted utilizing a basic qualitative research design as a qualitative methodology, involved purposive sampling to select participants, with data sourced from 13 diverse science centers across Türkiye. Semi-structured individual interviews with 20 science center educators provided data, which were then analyzed through thematic coding, providing insights into how pedagogical and institutional practices influence instructional design processes. The study delineates collaboration and instructional design as primary educational themes, while institutional practices are segmented into needs, expectations, challenges encountered, and efforts to address them. Ultimately, this study provides a robust framework for refining pedagogical and institutional practices within Turkish science centers in order to strengthen their pedagogical impact and assist in formulating effective organizational strategies, thereby contributing to future pedagogical endeavors within these centers.