Hands-on digital interactivity in science centers provides new communicative opportunities. The "Microcosmos" multi-touch table allows visitors to interact with 64 image "cards" of (sub)microscopic biological structures and processes embedded across seven theme categories. This study presents the integration of biological…

The magic flask, which is a kind of black box activity, builds an environment for science teachers to discuss nature of science in a formal or/and informal learning environment in the context of the history of science through an explicit-reflective approach. In the activity, the nature of science (NOS) aspects are explicitly addressed and…

The Institute for Research in Schools (IRIS) was set up to give science students the opportunity to work on cutting-edge research projects. Teachers and students can access data and equipment that enable them to tackle real-life issues. As a result, not only do students gain in confidence and experience in their scientific work, they are also able…

One plausible method for ensuring students are truly understanding science fundamentals beyond being actively and intellectually engaged is to consider how informal learning environments can provide meaningful relevancy by connecting to real-world instances. Transforming traditional science centers into informal learning centers will ensure that…

The number of science and discovery centres has grown exponentially over the last two centuries. Science and discovery centres are one of the top five stimuli that influence a career choice in science. Their history, growth, impact and role in the public understanding of science are discussed. (Contains 2 tables, 7 figures, and 21 online…

The project team gathered data with the assistance of Recreational and Cultural Organization of Mashhad Municipality, Organization of Mashhad Municipality and Science and Astronomy Science Center of Mashhad Municipality, Khorasan Razavi, Islamic Republic of Iran. This paper discusses the effect of science center on attitude of students who visit…

As is well known, scientific entertainment can be a fruitful way to attract people of any age to science. Depending on the specific purpose, different mixtures of science and amusement can be considered, so emphasizing scientific education with respect to fun aspects or vice versa. Moreover, when proposing "hands-on" activities in such learning…

This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit "Understanding Weather" in a…

The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this…

Interactive science centers are unique players in the science education community, but their positioning as both authorities on science and providers of "free choice" learning presents learning researchers with a problematic contradiction rooted in the complexities of trying to be both "scientific" and "education" organizations. Using insight from…

Although teachers in principle are prepared to make use of science centers, such excursions often fail to facilitate learning processes. Therefore, it is necessary to improve the link between science centers and schools. The design and evaluation of valuable outreach projects may enhance students' out-of-school science learning. In our study, we…

This dissertation investigates how teaching in a hands-on science center contributes to re/shaping one's teaching identity. Situated at the New York Hall of Science (NYHS) in Queens, New York, my research approach is to conduct a critical ethnography where the focus is on improving the teaching and learning of science for all involved. In…

Suggests that students can develop the ability to do science in an informal environment such as a zoo, aquarium, or museum. Informal environments provide live organisms, specimens and scientific objects that students can explore and study. (CCM)

Inquires into the pre-trip preparation and interaction between elementary teachers and students during a field trip to a discovery center of natural history. Reports that teachers did not specifically prepare students for their visit to the center and many teachers exhibited formal school behaviors in this informal environment. (Author/CCM)

This report describes a program designed to improve science achievement among students in grades 4-6 in a New Hampshire school. The areas of improvement included physical, earth, and life sciences. Analysis of the problem indicated a need for improved teaching techniques and for additional materials related to the instructional strategies. The…