E. Hooper-Greenhill, ed., The Educational Role of the Museum. (Leicester Readers in Museum Studies. London/New York: Routledge, 1999, 346 pp., pbk., ISBN 0 415 19827 5) - S. MacDonald, ed., The Politics of Display. Museums, Science, Culture. (Heritage: Care – Preservation – Management. London/New York: Routledge, 1998, 246 pp., pbk, ISBN 0 415 15326 3) - G. E. Hein, Learning in the Museum. (Museum Meanings. London/New York: Routledge, 1998, 203 pp., pbk., ISBN 0 415 09776 2) - T. Caulton, Hands-on Exhibitions. Managing Interactive Museums and Science Centres. (Heritage: Care–Preservation–Management. London/New York: Routledge, 1998, 155 pp., pbk., ISBN 0 415 16522 9) - M. A. Fopp, Managing Museums and Galleries. (Heritage: Care–Preservation–Management. London/New York: Routledge, 1997, 241 pp., hbk., ISBN 0 415 09496 8)

2001 ◽  
Vol 4 (2) ◽  
pp. 273-278
Author(s):  
Martin Schmidt
Keyword(s):  
New York ◽  
Museum Studies ◽  
Science Culture ◽  
Educational Role ◽  
Hands On ◽  
Culture Heritage ◽  
Science Centres

scholarly journals Research-based exhibition development: Illustrating the invisible nanoworld

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Antti Laherto
Keyword(s):  
Informal Learning ◽  
Research Literature ◽  
Informal Learning Environments ◽  
Educational Role ◽  
Scale Models ◽  
Science Centre ◽  
Science Centres ◽  
Nanoscale Science ◽  
Educational Reconstruction

Informal learning environments such as exhibitions in museums and science centres have the potential to promote public engagement in the societally important fields of nanoscience and nanotechnology (NST). This study contributes to research-based development of an NST exhibition by mapping educational, communicational and museographical challenges in illustrating nanoscale science. For the methodological framework, the study employs a previously suggested model based on the Model of Educational Reconstruction. Potential visitors’ perspectives were analysed by reviewing research literature on NST learning, and by interviewing science centre visitors. On the basis of the results, the study suggests strategies for illustrating the nanoscale in an exhibition: ways of supporting visitors’ scale conceptualisation, presenting images and visualisations deliberately, and using scale models and macroscopic analogies. The study examines how the educational role of science centres may be enhanced by informing exhibition development with visitor-oriented research.

scholarly journals Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre

2020 ◽  
Vol 16 (1) ◽  
pp. 84-100
Author(s):  
Ingrid Eikeland ◽  
Merethe Frøyland
Keyword(s):  
Educational Programme ◽  
Emotional Engagement ◽  
Science And Society ◽  
Wrong Answer ◽  
Sound Recordings ◽  
Hands On ◽  
Upper Secondary ◽  
Science Centre ◽  
Science Centres

This article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.

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