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.
The participation in a single planetarium program that incorporated kinesthetic learning techniques improved students’ understanding of celestial motion. Even though this study is focused on astronomy and planetariums, it is of relevance to educators who interface with learners at single events or are working with schools to integrate or complement their informal education offerings with the formal curriculum.