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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.
The tsunami that took place on 26th December 2004 in the Indian Ocean and hurricane Katrina, that last August struck the Mexican Gulf, are two recent natural events that turned into catastrophes for mankind, causing several thousands victims. One of the reasons behind this can be traced back to the fact that useful information in the hands of scientists and experts did not reach the right people within the right time. A crushing defeat for risk communication was witnessed in these two recent events. All the more paradoxical since we live in what we like to name “the era of communication and information”.
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