The Australian Science Centre Movement 1980–2000: Part 2—Science Centres in the States

Between 1980 and 1995 eight science centres opened across Australia, driven by the enthusiasm of their originators, funded in various ways, but all acknowledging the leadership of the National Science Centre in Canberra. Six of the centres have continued into the twenty-first century and some have changed their original form, but the philosophy of ‘hands-on' science has been preserved.The accounts in this article are based on extensive notes provided by the protagonists.

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The Australian Science Centre Movement 1980–2000: Part 1—Questacon, the National Science and Technology Centre

Historical Records of Australian Science ◽

10.1071/hr15008 ◽

2015 ◽

Vol 26 (2) ◽

pp. 122 ◽

Cited By ~ 3

Author(s):

Chris Bryant ◽

Mike Gore ◽

Sue Stocklmayer

Keyword(s):

Driving Force ◽

Science Communication ◽

Public Attitudes ◽

Science And Technology ◽

Human Face ◽

Hands On ◽

Science Centre ◽

National Science ◽

National University ◽

Australian Science

Part 1: Scholarly concerns over science communication and in particular public attitudes towards and engagement with science have continued for almost half a century, but the establishment of a ‘hands-on' science centre in Canberra in 1980 put practice ahead of theory and led to the building of Questacon—the National Science and Technology Centre in 1988. The driving force behind this development was Australian National University physicist Dr Mike Gore. Funding came from the Australian and Japanese Governments—the latter a bicentennial gift—and a team of ‘explainers' at the centre helped visitors to appreciate that this science centre was not a museum but a place where science had a human face.

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Hands-On Teaching for Petroleum Engineers in the Twenty-First Century

Journal of Petroleum Technology ◽

10.2118/1013-0154-jpt ◽

2013 ◽

Vol 65 (10) ◽

pp. 154-159

Author(s):

Chris Carpenter

Keyword(s):

First Century ◽

Hands On ◽

Twenty First Century

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

Nordic Studies in Science Education ◽

10.5617/nordina.7001 ◽

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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