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 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.

scholarly journals Are museums places where science and society can really engage in a dialogue? A positive example related to the rubbish emergency in the Campania region

2008 ◽  
Vol 07 (01) ◽  
pp. C03
Author(s):  
Luigi Amodio
Keyword(s):  
Informal Learning ◽  
General Public ◽  
Science And Society ◽  
Italian Region ◽  
Health Crisis ◽  
Campania Region ◽  
Public Media ◽  
Formal And Informal Learning ◽  
Science Centre ◽  
Science Centres

Science musums and science centres are wonderful places to host, support and mediate the dialogue between science and society. In fact, they are a natural crossroad where scientists, general public, media and insitutions for formal and informal learning meet. During the recent political and health crisis concerning the rubbish treatment in the Italian region of Campania, the science centre "Città della Scienza" has promoted an unusual dialogue between citizens and scientists.

scholarly journals Strengthening Engagement in Science Understanding with Learning Trails

2019 ◽  
Vol 3 (3) ◽  
pp. 48
Author(s):  
Wolfgang Leister ◽  
Ingvar Tjøstheim ◽  
Göran Joryd ◽  
Jan Alfred Andersson ◽  
Håvard Heggelund
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
The Other ◽  
School Age ◽  
Lower Secondary School ◽  
Tablet Pcs ◽  
Science Centre ◽  
Science Centres ◽  
Engagement Factors ◽  
Learning Concept

The Norwegian Museum of Science and Technology has developed a learning concept for school classes in science centres named “learning trails”. In this concept, groups of students perform a series of thematically related experiments with installations in the science centre. The learning trails are designed to support the generic learning outcomes for science centre visits. We argue that the previously developed Engagement Profile can be used to translate exhibit properties into both media forms and generic learning outcomes for such learning concepts. Further, we implemented the learning trails in two modes: one mode used paper-based content to guide the students, while the other mode supported the use of tablet PCs where engaging content is triggered when the students approach the location of an experiment in the learning trail. We studied the engagement factors of the learning trails and observed how school classes use these. In a study with 113 students from lower secondary school (age 16), they answered short questionnaires that were integrated into the implementation of the learning trails. While the concept of the learning trails was evaluated positively, we could not find significant differences in how engaging the two implemented modes were.

scholarly journals Strengthening Science Understanding with Learning Trails

2019 ◽  
Author(s):  
Wolfgang Leister ◽  
Ingvar Tjøstheim ◽  
Göran Joryd ◽  
Jan Alfred Andersson ◽  
Håvard Heggelund
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Science And Technology ◽  
The Other ◽  
Lower Secondary School ◽  
Tablet Pcs ◽  
Science Centre ◽  
Science Centres ◽  
Engagement Factors ◽  
Learning Concept

The Norwegian Museum of Science and Technology have developed a learning concept for school classes in science centres named ‘learning trails’. In this concept, groups of students perform a series of thematically related experiments with installations in the science centre. The learning trails are designed to support the generic learning outcomes for science centre visits. We argue for using the previously developed Engagement Profile in an indicator to determine both media forms and generic learning outcomes for such learning concepts. Further, we implemented the learning trails in two modes: one mode used paper-based content to guide the students, while the other mode supported the use of tablet PCs where engaging content is triggered when the students approach the location of an experiment in the learning trail. We studied the engagement factors of the learning trails and observed how school classes use these. In a study with 113 students from lower secondary school, they answered short questionnaires that were integrated into the implementation of the learning trails. While the concept of the learning trails was evaluated positively, we could not find significant differences in how engaging the two implemented modes were.

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.

scholarly journals Science centres around the world see unrest for art and science in society

2009 ◽  
Vol 08 (02) ◽  
pp. C01
Author(s):  
Alessandra Drioli
Keyword(s):  
Science Museums ◽  
Art And Science ◽  
New Developments ◽  
Art Policy ◽  
Science Centre ◽  
The World ◽  
Science Centres ◽  
Science In Society

In present times it would not be appropriate to say art made a “debut” in science centres, as it has been a feature since the beginning of their history, and it appeared precisely in the ‘parent’ science centre, the Exploratorium. However, now it is time to check the progress. There is unrest for this issue, as in history-making times, and it is worthwhile to follow the new developments and hear the words of the coordinators of the artistic activities in science centres and, more in general, in science museums, and also of the artists involved in the process. The goal is to promote a debate on the final results of this phenomenon and on what will happen next. Also, emphasis should be put on the importance for each museum to define right from the start an ‘art policy’, even a complex one, but somehow structured, that may be employed at many levels according to the needs of the museum itself.

scholarly journals Engaging or transmitting? Health at the science centre

1970 ◽  
pp. 136
Author(s):  
Catharina Thiel Sandholdt ◽  
Marianne Achiam
Keyword(s):  
Participatory Approach ◽  
Scientific Content ◽  
Change Over Time ◽  
New Approach ◽  
Science Centre ◽  
Science Centres ◽  
Strong Commitment ◽  
Danish Science ◽  
Over Time

Science centres have a strong commitment to education, but theimplications of that commitment change over time. The discovery pedagogy ofthe first science centres is gradually being replaced with a more dialogic approachthat acknowledges that science has different meanings for different people. Here,we follow the transition of a Danish science centre towards this new approach; atransition driven by the development of a dialogic exhibition on health. To thisend, we study the adaptive transformation of scientific content from its origin inscientific literature to its embodiment in the exhibition, using discourse analysisto track its deconstruction and reconstruction. We observe that although thescience centre’s established discovery pedagogy does challenge the implementationof dialogic perspectives on health, the participatory approach taken in thedevelopment process successfully overcame these challenges. In conclusion, we offerour perspectives on the implications of our findings for science centres.

scholarly journals Setting up the operation of a Science Centre using process management tools

2014 ◽  
pp. 47-55
Author(s):  
Balázs Darnai
Keyword(s):  
Process Management ◽  
Public Awareness ◽  
Botanical Garden ◽  
Management Approach ◽  
Management Tools ◽  
Application Form ◽  
Operation System ◽  
Science Centre ◽  
Strategic Goals ◽  
Science Centres

Nowadays, Science Centres, which have a very long tradition in Europe, are continuously spreading in Hungary. These institutions primarily aim at raising public awareness of science in young people via informal learning (hands-on, minds-on etc.) methods. Based on this phenomenon, the construction of Scientific Adventure Park has been started in the Debrecen Botanical Garden. In addition, the Municipality of Debrecen established a new organization who will be responsible the reaching the defined goals and sustainability of Debrecen Science Centre according to the Application Form. Therefore, it will be designed a new institution with characteristics of Science Centre and provide innovative and complex services in the segments of culture and education. In this paper, I'm searching for answers to the question if based on this process-oriented method and  management approach; it is possible to design operation system capable of achieving the strategic goals mentioned above.

scholarly journals Contributions from Visitor Research to CI and ICT4D Theory and Research Methodology

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Patricia M Alexander ◽  
Helene Gelderblom Gelderblom ◽  
Estelle De Kock
Keyword(s):  
Research Process ◽  
Research Approach ◽  
Science Centre ◽  
Visitor Research ◽  
Science Centres ◽  
Free Choice Learning ◽  
Ict For Development ◽  
Different Levels ◽  
Shed Light

Abstract The case study involved the evaluation of a single science centre exhibit in a number of different science centres in a developing country. This illustrates the lessons that Community Informatics and ICT for Development researchers can learn from “Visitor Research” theory and methods. The three contexts identified in The Contextual Model of Learning are seen to shed light on the research process as well as to its original purpose, free-choice learning. A multi-methodological research approach was used and each science centre was described separately so that the different levels of context could be taken into account.

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