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Journal ArticleDOI

Community Impact of Science Centers: Is There Any?

Per-Edvin Persson
- 01 Jan 2000 - 
- Vol. 43, Iss: 1, pp 9-17
TLDR
In a competitive environment, established cultural institutions need to justify their activities and to provide measurable indications of success when applying for public and private funds as mentioned in this paper, while there is much less tangible information on the economic, political, or public impact of our institutions.
Abstract
In a competitive environment, established cultural institutions need to justify their activities and to provide measurable indications of success when applying for public and private funds. Science centers are part of the movement striving to enhance public understanding of science. The educational aspects of science centers have been the subject of numerous studies, while there is much less tangible information on the economic, political, or public impact of our institutions. There is clear evidence that learning behaviors occur in non-formal settings. Crude assessments of the economic contribution by a cultural institution to the local economy can fairly easily be made. These include the direct purchasing power of the institutional budget and the salaries that the employees get, and an estimate of the direct costs related to the visits. An indication of the impact on local communities may be estimated from the attendance figures as a percentage of the total metropolitan population. Science centers tend to attract media attention for the exhibitions, programs, and events that they stage. This can be measured. The impact on the local economy, on political agendas, and on public perception of science has been only rudimentarily studied. Methods have not been developed, nor have the critical questions been clarified. More research, including compilation of existing scattered proprietary data, is needed. An active role in promoting a research agenda, or at least in compiling and accessing relevant data, could be taken by the professional organizations of science centers.

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Citations
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Journal ArticleDOI

Assessing Exhibits for Learning in Science Centers: A Practical Tool

TL;DR: In this paper, the authors present an exhibit assessment tool for science centers that is based on the premise, supported by learning theories and research, that the level to which a visitor is engaged by an exhibit is a direct indicator of the learning taking place.
Journal ArticleDOI

Science for what public? Addressing equity in American science museums and science centers

TL;DR: In this paper, the authors argue that equity is a field-wide challenge in informal science education, and they draw on interviews with leaders from fifteen museums and science centers around the United States to examine how equity work reflects emerging norms of practice as well as local influences.
Journal ArticleDOI

Exploring a black box: cross-national study of visit effects on visitors to large physics research centers in Europe

TL;DR: In this article, a cross-national quantitative study of 3,301 visitors to four large physics research centers in Europe focused on short-term learning and motivational effects, and the authors collected data...
Journal ArticleDOI

Need for public participation in the governance of science centers

TL;DR: In this article, the authors argue that a new model of governance for science centers is needed where public participation and consultation activities are integral components alongside the board, director and staff, and argue that existing models of governance do not allow for a formal role of the public in the decision making process.
Journal ArticleDOI

Mathematical thinking skills, self-concept and learning outcomes of 12-year-olds visiting a Mathematics Science Centre Exhibition in Latvia and Sweden

TL;DR: In this paper, the authors compared the learning outcomes of Latvian and Swedish 12-year-olds when they visited a science centre mathematics-art exhibition originally designed in Estonia and found that prior knowledge of the exhibition contents was the strongest predictor of post-test results in both countries.
References
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Journal ArticleDOI

The Effect of Visitors ‘ Agendas on Museum Learning

TL;DR: In this paper, the effects of different museum visit agendas on visitor learning were investigated. And the authors found that visitors' agendas did significantly impact how, what, and how much individuals learned.
Journal ArticleDOI

Paying Attention: The Duration and Allocation of Visitors' Time in Museum Exhibitions

TL;DR: Visitors typically spend less than 20 minutes in an exhibition, regardless of the topic or size, and the majority of visitors are not "diligent" (not stopping at more than half of the available elements) as discussed by the authors.
Journal ArticleDOI

The Long-Term Impact of Interactive Exhibits.

TL;DR: This article conducted follow-up interviews with 79 adults and children about 6 months after a visit to Launch Pad, the interactive science centre in London's Science Museum, provide evidence of a long-term impact of the visit, with over one-quarter of the exhibit memories elicited evidence of respondents having reflected on the encounter, many of them reporting that they had related their experiences to existing knowledge or to programmes they had seen on television.
Journal ArticleDOI

Factors affecting students' choice of science and engineering

TL;DR: In this article, the factors which affect a student's decision to choose a higher education (HE) course in one of the physical sciences or engineering were investigated based on a questionnaire survey answered by 1180 18-year-old students.
Journal ArticleDOI

Model of Affective Learning for Nonformal Science Education Facilities.

TL;DR: In this article, a heuristic model of affective learning in non-formal educational facilities was developed, referred to as the Meredith Model, which displays a sequence of events occurring in the affective responses of learners in nonformal education experiences and identifies factors which may influence individual events within this sequence.