A COMPARISON OF UK SCIENCE MUSEUMS AND VISITOR ATTRACTIONS

DR MIKE CASSIDYUNIVERSITY OF WARWICK

A COMPARISON OF UK SCIENCE MUSEUMS AND VISITOR ATTRACTIONS

The talk will contrast the organisational structure and guiding principles of both museums and science visitor attractions; exploring the learning that binds them.

The literature is clear, transformation is possible and young people can benefit from museum and other informal science experiences. Pupil learning and the aspirations of young people can be harnessed through exposure to appropriate stimuli within the context of an informal environment.

Engaging young people in Science

“A considerable body of evidence now exists that, compared to other school subjects, science is failing to engage young people. Yet, student interest in science at age 10 has been shown to be high and with little gender difference – although stark gender differences emerge as children get older. In the UK, research has shown that the point of decline begins in the final year of elementary school. “

BERA 2010 Paper: 1st-4th September 2010, University of Warwick‘Science is not for me?’: exploring children’s and families’ engagement

with science through the lens of identity Prof. Louise Archer, King’s College London

Science museums and visitor attractions

Museums and Visitor attractions have different origins developed by different groups of individuals, with different objectives, but with the general aim of promoting a public engagement in science

“In terms of public engagement, the Government’s aim is to foster the conditions for a “knowledge democracy”— where the value of science is both fully recognised and appreciated as underpinning both our continued economic success and improving quality of life for all in the UK”

 Submission from DTI / DfES / DCMS : (House of Commons, Science

and Technology Committee, 11th Report, Volume 2, Oct. 2007) 

Museums

Museums, often regarded as a Victorian invention, were established either by philanthropists, learned societies and / or local and national government to enable people to explore collections for inspiration, learning and enjoyment.

“They are institutions that collect, safeguard and make accessible artefacts and specimens, which they hold in trust for society.”

(Museums Association, 1998).

In other words, museums possess a collection which they make available to members of that society.

To become a bona fide museum in the UK, the Museums, Libraries & Archives Council run an accreditation scheme (formerly registration). Stringent tests are in place. It must be pointed out that several institutions calling themselves museums are not accredited by the MLAC.

 

UK Science Museums

Discovery MuseumNewcastle upon Tyne (1934)

Science MuseumLondon (1857)

The Hunterian MuseumGlasgow (1807)

Visitor Attractions

Visitor attractions (more accurately termed Science and Discovery centres) are a diverse group of institutions providing informal education in a wide range of scientific and technological disciplines. They generally employ interactive exhibits using a much more audience-centred approach. Key goals of Science and Discovery centres are :

to inspire young people to study and take up careers in science, technology, engineering and mathematics

to educate and to enthuse children about science and innovation and contribute to the professional development of science teachers

to inform and to engage the public with scientific issues

(House of Commons, Science and Technology Committee, 11th Report, Volume 1, Oct. 2007)

 

Science Visitor Centres

Each year 20 million adults and children of all backgrounds choose to visit a UK science and discovery centre or museum. Over 14 million people visit in their leisure time to explore and discover the sciences informally with their families and friends. Science and discovery centres feel they specialise in opening up the sciences to a very broad range of people in innovative, engaging and enjoyable ways. To achieve this they work with a variety of experts including artists, storytellers, comedians, scientists, ethicists, designers, animators, multimedia specialists and community and youth engagement specialists.

Science centres share many of their educational aims with museums

 a public engagement with science providing an educational resource for

schools and collegesthe development of a national

scientific literacyteaching and learning strategies 

Science centres and museums often share a similar physical space

self contained, often purpose built, gallery space

sited to serve both a local and national community (often also international / tourist)

use of interactivity visually exciting and motivating with “real”

artefacts and “live” activitiesoccasionally operating together (eg Launch

Pad at the Science Museum, London)

A comparison of the main distinguishing features between museums and Science Centres (Collections)

FEATURE MUSEUMS SCIENCE CENTRES

Collections Permanent collections Displays; often temporary

Curators Explainers

Collections of national & international importance

Exhibits constructed / rarely of national importance

Historic & contemporary collecting

Little collecting

A comparison of the main distinguishing features between museums and Science Centres (Funding)

FEATURE MUSEUMS SCIENCE CENTRES

Funding Public funding Private funding / Public grants

Free to public Charges applied; only those able to pay

Admission charges typically contributed 5-15% revenue (before free admission)

Admission charges typically contribute 30%-50% revenue

Secure funding and purpose; less likely to run on a business model

More likely to run on a “business model”

Partnerships only with other museums

More likely to work with / business, research“ partners”

A comparison of the main distinguishing features between museums and Science Centres (Perceptions)

FEATURE MUSEUMS SCIENCE CENTRES

Perspectives/ Perceptions

Social / historical Citizenship / entrepreneurship

Perceived to be restrictive

Barrier free / appealing to all ages

Traditional Modern

Single aim Separate “businesses”

Formal & informal learning

Informal learning sector

A comparison of the main distinguishing features between museums and Science Centres (Philosophy)

FEATURE MUSEUMS SCIENCE CENTRES

Approach / Philosophy Characterised by static displays (+some interactives)

Characterised by interactive learning

More “academic” Less “academic”

Associated with cultural history Associated with future developments

A much more homogeneous approach

Considerable variety in approach – from “entertainment” style to public dialogue

Public engagement less of a priority / more to do with actual collections

Important vehicle for public engagement with science

Easily identifiable – discipline / purpose

Perhaps more identified with leisure than with science

More specialist information and available “experts”

More generalised / fewer “experts”

Accreditation needed from MLAC

No registration needed (but membership of Ecsite-UK)

Discussion

Both museums & Science Centres can be thought of as monuments to science

The strong tradition of educational practice in museums continues

There is a move away from ‘black box’ science Core values of authenticity, accessibility & relevance

are supplemented by income generation, image and community role

Museum & Science Centre activities are not especially well evaluated in the UK

Institutions all benefit from new visualisation technologies

In the 21st Century the display forms only part of the visitor experience

Museums and Visitor attractions have distinct roles and these are appreciated by the audience

The strong tradition of educational practice in museums continues

MUSEUM

EDUCATION

Workshops

Lectures

Alternative

strategies

Resources

MUSEUM

EDUCATION

ITE

Outreach

Cross curricular

CPD

How to support informal science learning

Engage pupils in more outgoing, risk taking, exploratory behaviour

Consider informal experiences as a means of motivating disenchanted pupils

Increase the use of ICT in your teaching

Examine ways pupils might engage in out of school research activities

Design a (classroom) informal science experience

Facilitate class or individual engagement in citizen-science projects

Museums on the web: a study

THE 21ST CENTURY SCIENCE MUSEUM & VISITOR ATTRACTION : RELEVANT

CRITERIA

(1) web site : user satisfaction survey

(2) semantic differential analysis(3) swot analysis