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Date of publication Dec 21, 2005 Category: Commentary

Literature review

by Leonardo Alfonsi

Few research studies have been conducted on the interpreter’s role in a Science Centre. Although the importance of this role is always stressed by museum practitioners, it seems that anecdotal evidence is the main source of information on this theme. The experience of a visitor in a Science Centre as well as in other museums has, among other things, well defined social dimensions. These dimensions are crucial in determining the quality and enjoyment of a visitor’s experience. There is evidence that suggests visitors go to a museum to meet others. Among the people that visitors meet in a Science Centre are interpreters, who help them not only to use and understand the exhibits but also to become familiar with a new environment. The following sections will illustrate what research studies say about interpreters, considering their twofold relation with visitors and exhibit developers.

Volume 4Issue 042005
Date of publication Dec 21, 2005 Category: Commentary

Beautiful guides. The value of explainers in science communication

by Paola Rodari , Maria Xanthoudaki

During the last annual conference of ECSITE (European Collaborative for Science and Technology Exhibitions; Helsinki, June 2005), for the first time two discussion sessions were devoted to explainers, the innumerable people – young students mainly – who welcome visitors at exhibitions, museums and festivals, who animate laboratories and science shows, who guide, explain and lately also stimulate and manage discussions and participatory procedures. Thanks to the involvement of the speakers, who agreed to submit a broadened version of their papers, JCOM is glad to host the proceedings of these meetings. A great deal has to be done yet in order to analyse the complex European context and to fully understand the explainer’s professional profile.

History of the museums, the mediators and scientific education
by Brigitte Zana

Should explainers explain?
by Antonio Gomes da Costa

Training science centre Explainers. The Techniquest experience
by Colin Johnson

Who are the Explainers? A case study at the House of Experiments
by Miha Kos

Volunteers as explainers at the Finnish Science Centre Heureka
by Marjatta Väkeväinen

Literature review
by Leonardo Alfonsi

Volume 4Issue 042005
Date of publication Dec 21, 2005 Category: Commentary

History of the museums, the mediators and scientific education

by Brigitte Zana

Before analysing the role of the mediators in relation to scientific education, I deem it important to provide a short overview on how scientific museums evolved from the early curiosity cabinets to the modern web cast. Although the term “museum” is no longer adapted to the new structures employed for the diffusion of scientific and technical culture, the evolution of the means of presentation has indeed led to several forms of human mediation. This is of course the main topic we are going to take into consideration today, as it is an important element for the impact our exhibitions may have on the public. Decisions and choices vary from structure to structure for reasons that are sometimes justifiable but that are more often than not economic in nature, since wages, which are in any case very high no matter which country plays host, come to bear heavily especially on the budget of small and medium-sized structures.

Volume 4Issue 042005
Date of publication Dec 21, 2005 Category: Commentary

Should explainers explain?

by Antonio Gomes da Costa

One of the most common, and probably one of the crucial questions about science centers and interactive exhibitions is often phrased as “Ok, it’s fun, but do they learn anything?”. What follows is not an attempt to answer this question; we will just use it as a starting point for a discussion about the role of explainers in science centers. Explainers are usually very motivated people, possessing a genuine interest in science and technology and a scientific background they are eager to share. And they feel everyone else should be as enthusiastic about science as they are. This is a legitimate aspiration, of course, but how exactly does one try to achieve this goal? What is the explainer’s role? Quite often, the answer to the question “…but do they learn anything?” is: “Yes, if we teach them”. It is simple, straightforward, probably it works to some extent, and this is the reasoning that makes explainers become… well, explainers. And this should be avoided.

Volume 4Issue 042005
Date of publication Dec 09, 2005 Category: Book Review

La Città della scienza of Naples and its citizens

by Matteo Merzagora

Volume 1Issue 032002
Date of publication Dec 09, 2005 Category: Book Review

Learning in a museum. Building knowledge as a social activity.

by Paola Rodari

While the model for transmitting scientific information a model that attributes the effects of a message on the public to the intent of the communicator mediated by text is increasingly becoming an exclusive tool for communication novices, other alternative models are emerging and most importantly field research is being tested and examined.

Volume 4Issue 032005
Date of publication Dec 09, 2005 Category: Book Review

"A place to discover - teaching science and technology with museums" of Maria Xanthoudaki (ed)

by Paola Rodari

Volume 2Issue 042003
Date of publication Dec 09, 2005 Category: Book Review

An alive museum: la Città della scienza of Naples

by Paola Rodari

Volume 1Issue 032002
Date of publication Sep 21, 2004 Category: Letter

SMEC project: an european dimension for the relation between museum and school

by Sara Calcagnini

Volume 3Issue 032004
Date of publication Jun 21, 2004 Category: Article

The public's rapport with hands-on activities. An evaluation of "Explore-At-Bristol"

by Francesca Conti

In the summer of 2003, a survey was carried out at the At-Bristol Science Centre (UK) to determine the effectiveness of the hands-on activities of "Explore". The section evaluated included 43 interactive experiences divided into two themes. The first, "Get Connected", consisted of examples of the latest digital technologies, such as a television studio, virtual volleyball, and radars. The second, "Curiosity Zone", was dedicated to natural phenomena and subdivided into three additional groups: "Natural Forces" which presented various forces of nature, "Focus on Light", which dealt with the wonder of light, and "Sound Space", reserved for the science of sound. The survey was divided into two phases: the first consisted in observing the public's interaction with the hands-on activities; the second, in consulting the staff. The methods adopted helped determine the effectiveness of the exhibitdesign and the evaluation itself highlighted the role of a promoter of science as an evaluator.

Volume 3Issue 022004

Total: 103 records

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