Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and goals, staged popular science, and impact of physical layout, as well as the role of social exchange and participation. By doing so, we focus on the consequences of these characteristics for the learning processes and outcomes of visits of MCZAs. We show
In late 2012, Providence Children’s Museum began a major three-year research project in collaboration with The Causality and Mind Lab at Brown University, funded by a grant from the National Science Foundation (1223777). Researchers at Brown examined how children develop scientific thinking skills and understand their own learning processes. The Museum examined what caregivers and informal educators understand about learning through play in its exhibits and how to support children’s metacognition – the ability to notice and reflect on their own thinking – and adults’ awareness and appreciation of kids’ thinking and learning through play. Drawing from fields like developmental psychology, informal education and museum visitor studies, the Museum’s exhibits team looked for indicators of children’s learning through play and interviewed parents and caregivers about what they noticed children doing in the exhibits, asking them to reflect on their children’s thinking. Based on the findings, the research team developed and tested new tools and activities to encourage caregivers to notice and appreciate the learning that takes place through play.
In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to explore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea, we analyze the theoretical, structural and epistemological properties of narrative. In the pages that follow, we first discuss the advantages and possibilities for learning that science centers offer alongside challenges and limitations. Next, we discuss the role of narrative in science, as a tool
Science centers are seen as places for communication of science very focused on the mise en scène of the content and methodologies of natural sciences. However, in the recent history, these institutions are transforming their role within education and transformation processes in the society they are engaged with. This communication presents a social project in Medellín, Colombia, that involves a vulnerable community, the local authorities of the city, academic institutions and NGO’s and a science center that is neighbor to this community.
Science communication is an increasingly important field of activity, research and policy. It should not be assumed however, that science communication practices provide equitable and empowering opportunities for everyone. Social exclusion, inclusion and equity are key challenges for practitioners, researchers, policy makers and funders involved with science communication. In this commentary I reflect on the limitations of the ‘barriers approach to understanding social inclusion and exclusion from science communication and argue instead that a more complex perspective is needed. I conclude
Social inclusion is an emerging preoccupation in the science communication field. The political value of science communication (e.g. in terms of empowerment) and the necessity to address all audiences has always been considered, but in recent times the participation agenda has enriched the rationale and methodologies of the communication of science: social inclusion is not only an issue of access to knowledge, but also of governance and co-production.
The great increase in visitor studies on science museums and centres (SMC) has been marked also by a shift in approach to these studies, paying more attention to the social context of the visits and the nature of the experience. Evaluations have influenced directly SMC exhibition practices but more attention needs to be paid in research about the personal experiences of visits, how these are interpreted and how they contribute to scientific literacy.
An evaluation toolkit developed as part of the EU-funded PLACES project was applied in 26 case studies across Europe. Results show, among other things, the contribution of science communication initiatives to public curiosity, professional networking and perception of cities where these initiatives are stronger.
Even in the best-resourced science communication institutions, poor quality evaluation methods are routinely employed. This leads to questionable data, specious conclusions and stunted growth in the quality and effectiveness of science communication practice. Good impact evaluation requires upstream planning, clear objectives from practitioners, relevant research skills and a commitment to improving practice based on evaluation evidence.
The Palo Alto Junior Museum & Zoo offers a satisfying mix of interactive exhibit experiences, close-up animal viewing, and a warm, welcoming staff in a small-scale setting which makes it easily manageable for families with special needs. In recent years the JMZ has attracted and embraced this audience of often close-knit friends and organizations. In addition to an ongoing dialog with visitors at the institution, on multiple occasions JMZ has invited families to participate in community conversations to share their perspectives, experiences and suggestions.
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Wendy MeluchPalo Alto Junior Museum & Zoo
How do people make sense of conflicting beliefs? Although Gottlieb & Wineburg’s paper is about highly educated professionals reading history, informal science educators will recognize similar issues when working with people who hold beliefs incompatible with scientific ways of understanding the world. “Epistemic switching” was a way of considering criteria for truth, reliability, and validity according to one belief system or another. Rather than simply believing or excluding ideas as people who held to only one value system, the people with multiple, competing affiliations actually more
From Our Town to Outer Space will inform, engage, and inspire new public audiences (library staff and patrons) by sharing NASA’s missions, challenges, and achievements. FOTOS is led by the Space Science Institute’s (SSI) National Center for Interactive Learning (NCIL). NASA mission staff will be invited to participate as active members. NCIL is partnering with Evaluation & Research Associates (ERA) to provide formative and summative evaluation services. FOTOS is a standards-based, informal education program that will reach a broad audience of librarians, library patrons, and other members of the public with a special focus on underserved and underrepresented audiences. The 3-year pilot program includes: 1) a hands-on, museum- quality library exhibit (called Discover NASA: the science and engineering of tomorrow) and tour (to 7 libraries across the country), 2) the development and broad dissemination of active learning activities for different age groups, and 3) library staff training (online and in-person) that introduces them to the STEM content of the exhibit and guides them in developing complementary programming. The project will also develop resources for the existing STAR Library Education Network (STAR Net) community of practice (CoP) whose members include librarians and STEM professionals.