There is no formula for starting a science center. Science centers are as variable as the communities that surround them and the people who plan them. They may be of modest or monumental proportions and grow at different rates and in a variety of ways. Nevertheless, it is possible to identify a number of common themes and dimensions that appear to be critical to their success.
In this article, VSA President Harris Shettel examines some of the issues that are relevant to the continued growth and development of the field of visitor studies. Shettel presents these issues in the form of questions and shares his answers about the status of exhibit evaluation, the flaws of traditional visitor evaluation, etc.
New and developing science centers make up a significant percentage of ASTC membership. They often have limited funds, facilities, exhibits, education programs and experience developing and operating a science center. These institutions desire ready-to-use exhibits, demonstrations and education materials, as well as management workshops concerning the basic operation of a science center. This project proposes the formation of a Science Carnival Consortia, a partnership of the Pacific Science Center and five to eight new and developing science centers. Building on the success of the Pacific Science Center's Science Carnival, Consortia members: (1) Obtain twenty to forty Science Carnival exhibits (2) Obtain six ready-to-use demonstrations (3) Obtain supplementary education materials (4) Obtain appropriate training regarding the implementation and maintenance of the above items (5) Participate in a week long management workshop at the Pacific Science Center (6) Receive ongoing consultation with Pacific Science Center Staff (7) Participate in three annual meetings of Consortia members The project also produces a Science Carnival "cookbook" which provides instructional for fabricating and maintaining all exhibits in Science Carnival, plus scripts and material lists for each demonstration, and enrichment class. The project also evaluates the success of this model for serving other new and developing science centers.
The objective of this project is to provide a complete package of KIDSPACE hands-on science experiences to small and developing science centers across the country through the National KIDSPACE Partnership Program. This project will allow twelve (12) selected science centers to implement a complete, proven education package geared toward young children at a fraction of the cost of starting one from scratch. This project will provide comprehensive training to a large core of educators within the science center field, and will support continued research into the informal science education of young children through an original Research Study and the formation of a national User's Group. Best of all, this project will generate a wellspring of invaluable science-play connections for hundreds of thousands of children to tale with them into adulthood.
"The Connecticut Museum Collaborative for Science Education" is teacher enhancement program that will serve approximately 5,000 middle school teachers (and their students) from throughout Connecticut over a three-year program period. The proposed program has been developed cooperatively by four of Connecticut's Science Museums and Centers (The Discovery Museum, The Maritime Center at Norwalk, Mystic Marinelife Aquarium, and Talcott Mountain Science Center), in consultation with the school districts they serve and the Connecticut Academy for Education in Mathematics, Science, and Technology, the State's leadership organization solely devoted to enhancing education in mathematics, science, and technology. The Collaborative seeks to enliven and enhance the teaching of science, mathematics, and technology by drawing upon the resources of Connecticut's science-rich institutions and related businesses and industry. The proposed project will provide direct services to a core group of 72 middle school teachers and their students in eight urban and suburban school districts at the four participating museums and in their classrooms, as well as teacher training, curriculum development, and networking activities. Larger numbers of teachers and their students will be served through a planned series of interactive video teleconferences. A theme-based approach will be followed in which the unifying theme of "Earth Resource Monitoring" will serve to connect the activities at the four cooperating museums. The central concept of the project is collaboration among museums throughout the state to provide a bridge between science-rich institutions and the schools for teacher enhancement, curriculum improvement, and student enrichment. Special program components involve the participation of business and industry through "Video Field Trips", and parents through a "Family Science" activity. The involvement of the Connecticut Academy for Education in Mathematics, Science and Technolo gy as a member of the "Connecticut Collaborative" provides a direct link for integration of project activities into Connecticut's NSF-funded Statewide Systemic Initiative.
The American Association for the Advancement of Science, in collaboration with the Association of Science-Technology Centers and several science centers, has requested $837,958 in NSF support of a project to make science museums more accessible to minority groups. In the project, AAAS and ASTC propose to provide technical assistance and staff training to science museums on equity issues, with emphases on institutional self- assessment, developing effective science education programs reaching minority audiences, and working effectively with community organizations and other institutions serving minority groups. Several museum sites will be involved initially in the development of the four program components: 1. development of guidelines for an equity self-assessment in museums; 2. science equity training for all museum staff; 3. the development of relationships between museums and community groups and schools and colleges and universities that serve minorities; and 4. a national effort to create awareness among minority groups of employment opportunities in science museums. Additional dissemination will be provided through training workshops and sessions at museum conferences. A "how-to" guide and video will be developed for museums on conducting an equity self-assessment.
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TEAM MEMBERS:
Yolanda GeorgeShirley Malcom
resourceprojectProfessional Development, Conferences, and Networks
The Franklin Institute Science Museum in Philadelphia, PA., acting as administrative coordinator for the Issues Laboratory Collaborative (ILC), requests NSF support for five science museums over a three year period to investigate the effectiveness of museum-based programs about controversial issues in science and technology; to develop, test, refine, and disseminate ten educational programs on science issues; and to establish a permanent Science Issues Network that will disseminate materials and methods to all U.S. science museums engaged in issues programs. This project has been formulated for re-submission to the National Science Foundation with guidance from a distinguished panel of scientists who will assist in program development. Approximately two million people will be directly served by ILC programs and exhibits during the three-year period.
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TEAM MEMBERS:
Roree Iris-WilliamsMinda BorunAnn Mintz
The Magic School Bus Museum Collaborative, requests through Discovery Places, Inc., NSF support for six science museums and Scholastic Productions, Inc., to develop science education materials that capitalize on the interest and excitement in the forthcoming Magic School Bus television series and the Magic School Bus books. Over a three year period the collaborative will provide basic science education activities and demonstrations through museum educational programming. The collaborative will provide tools and support for teachers to use the Magic School Bus themes in their science curriculum and provide hands-on science classroom experiences using mobile museum exhibits. Working with the National Urban League, ASPIRA, the AAAS Black Church Project, and other youth serving organizations, the collaborative will encourage multi-ethnic participation in these museum programs. The numbers of children and their families who will be reached by the Magic School Bus Museum Collaborative are significant. The components of the project are a planetarium program (100 copies), two 1200 square feet traveling exhibits, and activity and programming guide, table-top exhibits and program, and 2 teacher enhancement workshops. Collectively, these components can reach conservatively over 5 million museum visitors in the first year. Coupled with the new television series, the Magic School Bus can have a tremendous impact on the education of young people in the sciences.
The Museum of Science and Industry seeks to facilitate the establishment of a network of Independent science clubs. Located in Chicago's south side, the Museum operates an in-house science club which has over many years developed a large investory of activities. The members themselves, drawn from a broad socio-economic base, have contributed much of the content and character of this hands-on program. Now, in response to chicago's pressing local need for strong equity programming in science and technology education, the Museum proposes to "package" this club such that local chapters can readily be sent up throughout the city land region, especially in community centers, churches and Park District recreation centers. The club "package" will include: Modules of learning activities for various ages with supporting materials and equipment; Museum-coordinated trips to research and industrial sites; gatherings at the Museum; training of club facilitators; and adaptable organization format with an accounting system; recruitment of volunteers as helpers and role models; substantial help with fund-raising. NSF support is sought for the establishment of the modules and system, and the Museum commits itself to on-going maintenance and coordination of the network. The Science Club Network will draw extensively on existing programs, community networks and support systems. The Museum has already elicited many commitments of financial and other support for local chapters.
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TEAM MEMBERS:
Roger MitchellMark WagnerSheridan Turner
The Association of Science-Technology Centers (ASTC) is requesting $50,000 to investigate and report on education activities linking science centers with schools. The research will examine the nature and levels of service currently provided by science centers, and produce a report that describes the current status with an emphasis on understandings that provide insight for program planning. The study will gather information from both museums and schools and museums where collaborative efforts are not occurring to investigate the barriers that have discouraged linkages.
The Thames Science Center collaborative with the resources of the Smithsonian Astrophysical Observatory, Wesleyan University and the National Air and Space Museum will design and develop the project, "Shoot For the Moon." This science education project will capitalize on the attraction, familiarity and proximity of the moon using it as a basis to enrich and supplement the eight and ninth grade physical science curriculum. Ten classroom units, complimentary experiments and demonstrations will be developed. "Moonwatch" software and audio visual materials, including an instructional videotape and a multi.image presentation will accompany the units. Sixteen teachers and museum educators will participate in the training, evaluation and testing as the project is integratedinto the curriculum of twelve schools and four museums. The project is designed to be replicated in schools and science centers in different geographical locations nationally. The site for development and testing will be the Thames Science Center, a regional science museum in eastern Connecticut. The science center offers formal science enrichment programs and tours for students and teacher professional development programs throughout the region.