Technology has dramatically changed learning opportunities in planetaria. In this paper, Plummer and Small examine planetarium professionals’ goals for their audiences and their pedagogical choices. The findings indicate that planetarium professionals place a high value on teaching interactively to achieve their primary goal of increased science interest and learning.
Bathgate, Schunn, and Correnti investigate students’ motivation toward science across three dimensions: the context or setting, the way in which students interact with science materials or ideas, and the activity topic. Findings point to the importance of understanding children’s perceptions of specific science topics, not just science in general.