Class 15: Science in museums

Continuing our series of classes on the media of science communication, today we discussed - and experienced - science as it is presented in museums. While your handout (on WebCT) and the reading for this week (chapter 8 of Gregory and Miller 1998) give you some idea of the history of museums, helping us to understand the background to the format and the development of science centres, in our visit to the Science Museum we tried to concentrate on questions of exhibitions as constructed spaces.

We looked round two galleries: Making of the Modern World (ground floor), and Energy - fuelling the future (2nd floor). (Note that both have extensive websites attached to them, which can be used independently of the galleries - an interesting development in itself.) The galleries use very different styles, at least at first glance: MMW is object-heavy; while Energy contains very few objects but lots of computer-based interactives. We tried not to simply experience the galleries as a given - as we often do when wandering around museums - but to think critically about the effects they had and how these were created. In particular we considered what audience the gallery was designed for, how it was structured and laid out (and why), and how science was presented. In other words, we thought about the galleries as made for a particular purpose.

Opinion differed on both galleries: to some, Energy was 'gimmicky' while MMW was overwhelming in the mass of objects it presented. In our discussion afterwards, we touched on funding (how often are galleries updated, and where does the money come from?), purpose (are science museums there to present history, highlight contemporary science, or help people learn for themselves?), and the differences between visiting a science museum and an art gallery.

One final thought that we didn't get chance to discuss: should controversial science be presented in museums, and how could this be done?

Play event at Dana

Last night a few of us went to the Dana Centre for a "PEST" type event (on play and learning).

The event eschewed the traditional set up of speakers giving presentations followed by questions. Instead, four speakers gave short (3 min) introductions of themselves. We were then sorted into groups, so you'd not necessarily be with people you know.

Each group was timetabled 10 mins with each speaker. The speakers sat in a circle of chairs and when we joined them we were just expected to talk. Some speakers gave a lead in, some just said "so, what you want to talk about". At the end of the night the groups joined together again and the speakers made a sum up comment. There was the opportunity to for the debate to continue, although no one took it up.

There was a whiff of speed-dating about the process.

Personally, I thought it worked better than I imagined it was going to. Conversation was quite stilted at the start, but by the end people had relaxed into it. A little at least, there was never a huge amount of energy in the room. Moreover, I worry the set-up of letting the audience talk as much as possible favours those who come with previously formed views on a topic. One problem might just be that audiences aren't used to acting like that - several people had come along armed with notebooks.

Energy?

Energy is a very difficult topic to convey to the lay person or children, we can’t see it so how do we know it’s there? The Energy display at the Science Museum aims to do this. It is able to do this by showing how energy is harnessed, how we use it now and how we will have to use it in the future.

As with the usual Science Museum displays it is very hands on, with many different computer games and scenarios. The problem with this is the lack of substance in these games. For instance in one game all you have to do is get the engineer to the fuse to fix the blackout. No information how he would do this or why there was a blackout in the first place.

Where the exhibit does succeed is in the future of energy. To What lengths would people go for renewable energy, would you save your poo to heat your house?

Although some of the displays are very biased to non-fossil or Nuclear power it does present the topic well and give an idea of wanting to change the public’s view of renewable power. One display, aimed at the older group, informs you of the most environmentally friendly ways of cooking, cleaning and transportation.

submitted by Jonathan Watkins

playing to learn...

...is the Dana event some of us will be attending next Thursday (the 7th). Check out this web-page for further details of the topic and the speakers.

A couple of things that struck me from the info given: the event is supported (i.e. paid for) by Nintendo, and the panellists are all 'experts' of one kind or another (academics, policy types). It will be interesting to hear the voices of the 'public' from the audience. Is there anyone else that you think should be given a voice in the debate?

Getting Involved In Science

With today’s news constantly mentioning a lack of science graduates it is more important than ever to get children involved in science.

The Launch Pad at the Science Museum aims exactly to do that. On entering the area you are immediately faced by an incredible array of colours, machines and the clamour of school groups enjoying themselves.

With a huge range of exhibits all the main areas of science are covered for KS3 level, for example the Sound Dishes which show how sound waves can be sent and received over long distances and Slow Bubbles where one can learn about the viscosity of different liquids.

Looking around I felt the easiest and most interesting method of delivering scientific concepts to children was by the pure interactivity provided. By allowing the children to personally experiment with the activities it gives them more insight into the experiment and encourages them to ask the helper more detailed questions. If you thought the learning stops on leaving the museum, you would be wrong- a Teacher’s guide is supplied to each school group so that the activities can be related to further class work.

From this visit it is clear to see, ‘interactivity’ is of vital importance in encouraging children to get involved in science and can awaken an interest that cannot be obtained by words alone.

Submitted by Nicola Garland

Wellcome Wing

The Wellcome Wing is an extension to the Science Museum in London, which aims to show visitors the latest developments in science and technology. The wing, which opened in 2000, consists of five floors, each with a different theme.

The basement contains the Launch Pad- a popular hands-on gallery, aimed at younger visitors to show that science can be fun. The Launch Pad contains interesting science experiments such as making bubbles, building bridges and creating electricity.

On the ground floor is an exhibit called ‘Antenna’, which shows the latest science news and research. In addition to a news ticker screen, there is research about lie detection and a method of capturing carbon dioxide to reduce the effects of global warming. Another thing I liked was a screen showing various figures such as how long oil reserves will last and how many seconds until the end of the world!

The first floor is called ‘Who am I?’ and contains both interactive games and displays about aspects such as biometrics and emotions, for example. The layout on this floor is good in that you could play the games first and then look at the exhibits for further details.

The second floor, Digitopolis, did have displays of new technology but, unfortunately, is currently closed for redevelopment.

The third floor is called ‘In Future’ and has interactive games about controversial issues. Visitors play a game related to a topic such as weather control or renewable energy and, after playing the game, players are asked to vote for or against the issue concerned. This style of exhibit is interesting as it makes people think about issues which may affect them in the future.

submitted by Mark Jenkins

dana centre trip mark 2

Okay, so the event on the 22nd I was hoping we could go to is sold out. So I have booked some tickets for the one on Thursday 7th December - they still have some left for this. And appropriately enough, given our recent discussions on the impact of video games, it's called Playing to Learn and is about video games in education. It'll be interesting to see what models of audiences are used and assumed: is learning (if it happens at all) passive or active? Victims or instigators?

Email me for a ticket: but be warned, I only have a limited number. If I run out there may still be some left via the Dana ticket office.