This poster was presented at the 2019 AISL PI Meeting, and describes the the ongoing research questions and goals of the Ute STEM Project, which explores the integration of the traditional ecological knowledge (TEK) of the Ute Indians of Colorado and Utah and Western science, technology, engineering and math (STEM).
In this participatory research project, a partnership between the Kitty Andersen Youth Science Center (KAYSC) and the Department of Evaluation and Research in Learning at the Science Museum of Minnesota, participants are working to rename and reclaim theory and research methods so as to foster relevance and equity. We have renamed the theory of science capital: "science capitxl" signals its roots in equity work and invites questioning. We are using what we have called "embedded research practices" for data generation and analysis. This poster was shared at the 2019 AISL PI meeting.
Antarctic Dinosaurs: A Giant Screen Film and Outreach Project aims to leverage the popularity and charisma of dinosaurs to draw museum audiences into a captivating educational journey, revealing the history and transformation of Antarctica and the planet’s polar ecosystems, and exploring the forces that continue to shape the continent. In addition to bringing to life a wealth of unfamiliar dinosaurs, amphibians and proto-mammals, this project will journey beyond the bones to reveal a more nuanced, multi-disciplinary interpretation of paleontology and Antarctica’s profound changes.
Centered
"Strengthening Networks, Sparking Change: Museums and Libraries as Community Catalysts" combines findings from a literature scan and input from the library, museum and community revitalization fields with case studies about the experiences and vision of museums and libraries working to spur change in their communities. It describes the complementary conceptual frameworks of social wellbeing and collective impact and explains how libraries and museums can use these concepts to partner with community-based organizations, government agencies and other cultural or educational organizations. It
The educational function of science museums was born with the first naturalistic collections ever, flourished in 16th-century Italy. The pedagogic thought and the educational experimentations carried out in approximately five century of history have allowed the educational mission of museums to acquire many different facets, drawing a task having an increasingly higher and complex social value. Recent publications explore these new meanings of an old role.
The letter compares and contrasts thinking about making science accessible and relevant to children in science centres and museums with thinking about communication in social history museums.
Between 2010 and July 2015, a group of researchers at the Department of History and Philosophy of Science, University of Cambridge and the National Maritime Museum were engaged in an Arts & Humanities Research Council-funded project “The Board of Longitude 1714–1828: Science, innovation and empire in the Georgian world”. The project team included a dedicated Public Engagement Officer whose role was to engage audiences with the outputs of the research project. The National Maritime Museum celebrated the 300th anniversary of the 1714 Longitude Act with a major exhibition, Ships, Clocks & Stars
As science museums and centres (SMC) broaden their practices to include the development of scientific citizenship, evaluation needs also to take account of this dimension of their practices. It requires complex methods to understand better the impacts of public participation in activities mediated by SMC, including their impacts on the governance of the SMC themselves.
Guglielmo Maglio is Manager of Exhibitions at the science centre “Città della Scienza” of Naples. With “Città della Scienza” he took part in the creation of “Decide”, which he appreciates for its ability to create an informal atmosphere favouring discussion. As concerns the involvement of scientists and policy-makers in the debate, though desirable, it sometimes may influence negatively the spontaneity of the debate among non-experts. In the participants, the main differences can be ascribed to personal experience, rather than to other factors such as age, nationality or social groups. Though
Museums have a great potential to facilitate the political engagement of citizens, intended not in the sense of taking part to the “party politics”, but as full participation in the systems that define and shape society.
This article seeks to reflect on mediation in museums based on experiences that occurred in the “Learning in order to Teach” Project. In this case, the mediation acquires specific characteristics because it deals with young deaf people learning art-related contents in order to teach other youth in their first language. The most interesting aspect of this encounter between museum and deaf culture is a mutual, immediate and highly visible influence. While museum-goers and professionals understand that the “gestures” used by the deaf are not random (rather, on the contrary, they make up a
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Daina LeytonCibele LucenaJoana Zatz Mussi
Before analysing the role of the mediators in relation to scientific education, I deem it important to provide a short overview on how scientific museums evolved from the early curiosity cabinets to the modern web cast. Although the term “museum” is no longer adapted to the new structures employed for the diffusion of scientific and technical culture, the evolution of the means of presentation has indeed led to several forms of human mediation. This is of course the main topic we are going to take into consideration today, as it is an important element for the impact our exhibitions may have