Development and Evaluation of a Forensic Exhibit for Science Centres

2013 ◽  
Author(s):  
Charlie D. Frowd ◽  
Priscilla Heard ◽  
Laura Foord ◽  
Emma Cook ◽  
Ruth Murray ◽  
...  
Keyword(s):  
Science Centres

Science Centres as The Drivers of Change on Social and Educational Arena

2018 ◽  
Vol 1 (01) ◽  
pp. 127-137
Author(s):  
Barczyñski Paweł ◽  
◽  
Gotwald-Feja Beata ◽  
Kowalczyk Marlena ◽  
◽  
...  
Keyword(s):  
Drivers Of Change ◽  
Science Centres

Science Centres and Science Learning

1996 ◽  
Vol 27 (1) ◽  
pp. 53-98 ◽  
Author(s):  
Léonie J. Rennie ◽  
Terence P. McClafferty
Keyword(s):  
Science Learning ◽  
Science Centres

Enabling the success of academic health science centres in Australia: where is the leadership?

2014 ◽  
Vol 201 (11) ◽  
pp. 636-638 ◽  
Author(s):  
David E Theile ◽  
Ian A Scott ◽  
Jennifer H Martin ◽  
Areti Gavrilidis
Keyword(s):  
Health Science ◽  
Academic Health ◽  
Science Centres

Investigating the Alignment Between Web and Social Media Efforts and Effectiveness: The Case of Science Centres

2018 ◽  
pp. 289-302
Author(s):  
Marlene Amorim ◽  
Fatemeh Bashashi Saghezchi ◽  
Maria João Rosa ◽  
Pedro Pombo
Keyword(s):  
Social Media ◽  
Science Centres

scholarly journals Hvad er spørgsmålet? - om at skabe et læringsrum i udstillingen

1970 ◽  
pp. 50
Author(s):  
Nana Quistgaard ◽  
Bruno Ingemann
Keyword(s):  
Learning Styles ◽  
Free Choice ◽  
Art Museums ◽  
Vast Amount ◽  
Student Reflection ◽  
Science Centre ◽  
Dialogic Approach ◽  
Science Centres ◽  
One Year

Data presented in this paper involves asking 15-16-year-old students questions during a visit to a science centre. The hypothesis was that it is possible to create curiosity and reflection at a science centre by stimulating and facilitating a dialogue. The background was the vast amount of studies showing that unstructured free-choice school trips result in little (if any) student reflection. We used a dialogic approach to prompt the students’ curiosity and reflection. Four students were chosen to participate in the study. One of the authors took on the role as facilitator and joined each of the four students on a visit to seven exhibits (pre-selected by the authors) and recorded the students’ interactions on video. During each visit, the facilitator made sure that the students understood how to use the exhibits so that technical/practical problems were not an issue. The researcher also conducted a brief interview adjacent to each exhibit in order to allow students to reflect upon their experiences. We also interviewed the four students one year later in order to find out how the dialogic approach had impacted these students over a longer term. We found that the approach facilitates curiosity and reflection, and that the stu- dents had a good recollection of the visit one year later and had used insights gained from the visit. Furthermore, it appeared that the four students had different learning styles but that the facilitator was able to embrace several different learning styles through the approach. The dialogic approach thus seems to constitute a fruitful guidance tool at science centres but possibly also at other types of museum, such as art museums. 

scholarly journals Naturvidenskabernes kanonisering. Forskere, erkendelser eller kulturarv

1970 ◽  
pp. 27
Author(s):  
Kristian Hvidtfelt Nielsen
Keyword(s):  
Social Skills ◽  
Public Sphere ◽  
Knowledge Production ◽  
Science Museums ◽  
The Public ◽  
Science Centres ◽  
Scientific Expertise ◽  
The Public Sphere ◽  
The Way

This paper concerns recent official attempts to place science in Denmark within the context of a cultural canon. Based on differentiation between Mode 1 and 2 knowledge production, the paper points out that such attempts are highly contextualised and contingent on their different modes of application. Consequently, they entangle scientific expertise with other social skills and qualifications. Like science museums and science centres, they are a means of dealing with science in the public agora, i.e. the public sphere in which negotiations, mediations, consultations and contestations regarding science increasingly take place. Analysing the ambiguities and uncertainties associated with the recent official placing of science within an overall cultural canon for Denmark, this paper concludes that even though the agora embodies antagonistic forms of interaction, it might also lead the way to producing socially robust knowledge about science.

scholarly journals An Evaluation-Driven Design Process for Exhibitions

2017 ◽  
Author(s):  
Wolfgang Leister ◽  
Ingvar Tjøstheim ◽  
Göran Joryd ◽  
Michel de Brisis ◽  
Syver Lauritzsen ◽  
...  
Keyword(s):  
Design Process ◽  
Informal Education ◽  
Graphical Representation ◽  
Working Relationship ◽  
Efficient Design ◽  
Learning Game ◽  
Science Centre ◽  
Science Centres

Museums and Science Centres are informal education environments that intend to engage the visitors with their exhibits. We present an efficient design process that allows an improved working relationship between museum practitioners, exhibition designers, and visitors. We present the principles and a graphical representation based on the Engagement Profile from previous work. Elements of the design process are evaluated using a learning game at the science centre Engineerium. The evaluation is based on a study with over five hundred visitors to the science centre.

Science Centres as The Drivers of Change on Social and Educational Arena

2018 ◽  
Vol 1 (2) ◽  
pp. 127-137
Author(s):  
Beata Gotwald-Feja ◽  
Gotwald-Feja Beata ◽  
Kowalczyk Marlena
Keyword(s):  
Current Situation ◽  
Drivers Of Change ◽  
Changing Environment ◽  
Product Competition ◽  
Science Centres ◽  
Contemporary Reality ◽  
Educational Market

Current situation at the educational market is extremely dynamic. It can be analyzed from a perspective of a changing environment, including new profiles of sellers and product competition, and the customers’ requirements being influenced by technological, social and psychological circumstances. The general aim of the article is to present science centres as the drivers of change in contemporary reality. In the first part, the general features of contemporary customers shall be presented, starting with their attitude towards the sellers and the offer itself.

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