scholarly journals A day in the life of a Science Centre Explainer

2020 ◽  
Vol 42 (3) ◽  
pp. 74-75
Keyword(s):  
Science Education ◽  
Science Museum ◽  
Full Time ◽  
Biomedical Sciences ◽  
Education Centre ◽  
Science Centre ◽  
Training Manager

Myfanwy-Cerys Williams is a Science Centre Explainer, currently working at Centre of the Cell, a science education centre based at Queen Mary University of London. Myfi graduated from Queen Mary University of London in 2016 with a Biomedical Sciences degree. She juggled studying and working as an Explainer at the Science Museum until graduation, and then took on a full-time role at the Science Museum. She returned to Queen Mary in 2018 to work at Centre of the Cell. Lorenza Giannella (Training Manager, Biochemical Society) spoke with her about her work.

scholarly journals Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

2015 ◽  
Vol 95 (2) ◽  
pp. 203-214 ◽  
Author(s):  
M.G. Kleinhans ◽  
A.J. Verkade ◽  
T. van Wessel ◽  
M.A.S. Bastings ◽  
W.A. Marra ◽  
...  
Keyword(s):  
Science Education ◽  
Primary Schools ◽  
Science Communication ◽  
Planetary Science ◽  
Science Museum ◽  
University Education ◽  
Primary School Children ◽  
Science Museums ◽  
Asking Questions ◽  
The Right

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

Luma Science Education Centre

2012 ◽  
pp. 263-272 ◽  
Author(s):  
Jenni Vartiainen ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Education Centre

Pioneering a web-based science museum in Taiwan: Design and implementation of lifelong distance learning of science education

2000 ◽  
Vol 48 (1) ◽  
pp. 112-123 ◽  
Author(s):  
Shelley Shwu-Ching Young ◽  
Yi-Long Huang ◽  
Jyh-Shing Roger Jang
Keyword(s):  
Science Education ◽  
Distance Learning ◽  
Science Museum ◽  
Web Based ◽  
Design And Implementation

The Nanoscale Informal Science Education Network

2008 ◽  
Vol 1105 ◽  
Author(s):  
Larry Bell
Keyword(s):  
Science Education ◽  
National Science Foundation ◽  
Informal Science Education ◽  
Science Museum ◽  
Informal Science ◽  
Educational Materials ◽  
The Public ◽  
National Science ◽  
Education Network ◽  
Nanoscale Science

AbstractThe Nanoscale Informal Science Education Network was formed by the Museum of Science in partnership with the Science Museum of Minnesota and the Exploratorium through a cooperative agreement with the National Science Foundation in the fall of 2005. Over the course of its first two years the NISE Net focused on developing prototype informal educational materials to engage the public in learning about nanoscale science and technology. Now the NISE Net if focusing on building the network and disseminating materials and knowledge broadly to facilitate capacity building, partnering, and getting nano education activities for the public to happen in over 100 sites nationwide. NanoDays in 2008 from March 29 through April 6 has been developed to focus these efforts.

scholarly journals An exemplary developing astronomy movement in Nepal

2012 ◽  
Vol 10 (H16) ◽  
pp. 566-566
Author(s):  
Sudeep Neupane
Keyword(s):  
Science Education ◽  
Research Group ◽  
Scientific Community ◽  
Science Museum ◽  
Success Story ◽  
Astronomy Education ◽  
The Past ◽  
Set Up ◽  
Observation Programme ◽  
Modern Astronomy

AbstractAstronomy and space science education had been given least importance by Nepalese government in the past. The modern astronomy movement is believed to have started when an official observation programme of Haley's comet was organized by Royal Nepal Academy of Science and Technology (RONAST) in 1986. Following the huge pressure from the scientific community, the Nepal government (Kingdom of Nepal at that time) established B.P. Koirala Memorial Planetarium, Observatory and Science Museum Development Board in 1992. Initiatives of the project started with observatory set up and the development of astrophysics syllabus for university students. Astrophysics is included as an elective paper in the Physics masters course. The lead astrophysicist of Nepal Dr. Binil Aryal is running a research group in Tribhuvan University since 2005 which has a significant number of international publications. The developing government initiatives and achievements will be discussed.In 2007, a group of astronomy enthusiastic students along with amateurs working independently in past established Nepal Astronomical Society (NASO), which surprisingly increased the amateur activities and inspired other amateur groups to revive. During IYA 2009, more than 80 outreach and observation events were organized solely by NASO. NASO was able to collaborate with many international programmes and projects like GHOU/GTTP, EurAstro, AWB, UNAWE, SGAC, Star Peace, TWAN etc during and beyond IYA2009. Currently Nepal is recognized as the most eventful country of outreach and astronomy education among the amateur community. The success story of the astronomy movement and the local difficulties while organizing the events will be explained.

Parent Participation within an Independent School

1983 ◽  
Vol 7 (1) ◽  
pp. 26-28
Author(s):  
Jo Barrie
Keyword(s):  
Special Education ◽  
Remedial Education ◽  
Full Time ◽  
Preparatory School ◽  
Integrated Education ◽  
Regular School ◽  
Education Centre ◽  
Christ Church ◽  
History Of ◽  
Commonwealth Government

“It has been typical within the history of special education, particularly in the area of learning disabilities, that the motivation and emphasis for program development has come from parents and their organizations rather than from educators” (Baldauf, 1980, p. 179). The Special Education Centre at Christ Church Grammar School is no exception as it was established as a result of the vocally expressed needs of parents. Prior to its inception, there was a remedial class in the preparatory school, the then Headmaster, Mr. P. M. Moyes, being firmly committed to education for the less able as well as the academically able. Parents who wanted boys enrolled at the school, and those who wanted sons from the remedial class to continue their education at the school, pressed for the establishment of a special centre. Funding was available from the Commonwealth Government and from the private sector.The Centre is an integral part of the regular school, based on a model of integrated education at primary and secondary levels. A committee consisting of the Headmaster, the headmaster of the preparatory school, the director of the Centre and, of recent years, the school counsellor, decides placement in the Special Education Centre. These placements are made after consideration of the psychological, medical and educational documentation accompanying each application, and with regard to keeping a balance of ages and grades within the Centre. Selection is dependent on the applicants satisfying the criteria for special education as opposed to remedial education. Priority is also given to country boys needing special education and boarding facilities where no appropriate alternatives are available to them. It must be felt that the programme and facilities available are likely to benefit the applicant. There are 16 full-time places available. Some boys are able to pursue certain subjects with their regular school peers. Some boys are placed into the regular stream after a period of time in the Centre. These boys then receive continuing support in their area of specific need. I have worked in the Centre as its director for five years.

Measuring affective outcomes from a visit to a Science Education Centre

1994 ◽  
Vol 24 (1) ◽  
pp. 261-269 ◽  
Author(s):  
Léonie J. Rennie
Keyword(s):  
Science Education ◽  
Affective Outcomes ◽  
Education Centre
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