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…

Stockholm House of Science, focusing on astronomy, biotechnology and physics for students and teachers at school, is based on the proven concept of Stockholm Science Laboratory, which was mainly devoted to physics. The House of Science has become a popular and important resource and meeting place for teachers and students, stimulating interest in…

Introduces physics laboratory experiments offered to general public by the Stockholm Science Laboratory demonstrating collaboration between theory and experiment. (YDS)

Presents a description of the curricula in physics at 124 universities, colleges, and polytechnical institutes in England, Wales, and Northern Ireland. General information is provided on examination requirements for admission and procedures for making application to the schools. (SA)

Presents a description of the curricula in physics at 16 universities, colleges, and polytechnical institutes in Scotland. The entry requirements are summarized and procedures for making application are given. (SA)

Describes public facilities in the United Kingdom (observatories, planetariums, museums, and research institutes) available for use in astronomy education. (SK)

Interactive science and technology centers are described that emphasize "hands-on" science. Examined are the outreach programs offered by many centers which include traveling exhibitions and published resource materials. Examples of follow-up activities to a center visit are included. (KR)

Examined is the contribution that hands-on, interactive centers can make to science education. The characteristics of informal and formal learning are compared and discussed. (KR)

Advocated is the use of interactive centers to supplement existing classroom laboratory experiences. Activities found in the center and modified classroom versions are described. The problems that arise when primary students meet sophisticated exhibits is discussed. (KR)