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Science shows as a medium for communicating science are used widely across the UK, yet there is little literature about the long-term impact they may have. This longitudinal study looks at the short-term and long-term impact of the science show Music to Your Ears, which was initially performed throughout the UK on behalf of the Institute of Physics in 2002, and which has since been offered at schools and events through the enterprise Science Made Simple. The impact was measured using the immediate reaction to the show, the number (and type) of demonstrations (demos) recalled over the long term, and the applied use of any memories from the show. Quantitative and qualitative data were gathered using questionnaires immediately after the show and focus groups held two and a half years later. To enrich the data, and minimize bias, interviews with professional science presenters were also included in the data analysis. Data from the questionnaires were used to develop a framework of five demonstration categories to describe their essence, or main purpose. The categories used in this study were: curiosity (C), human (H), analogy (A), mechanics (M) and phenomena (P). It was found that even after two and a half years, almost 25 per cent of demos from the show could be recalled without prompting. When prompted with verbal and visual clues, over 50 per cent of the demos from the show could be recalled by the group tested. In addition, around 9 per cent of the demos were recalled and related to an alternative context to the show, suggesting that some cognitive processing may have happened with the most memorable elements of the show. The ‘curiosity’ type of demo was found to be the most memorable in both the short term and long term. [ABSTRACT FROM AUTHOR]

The considerations of teachers or groups leaders that visit an Interactive Science Museum are an important factor to improve the non-formal learning in science. To do this, a questionnaire was developed and it was supplied to 218 teachers or group leaders to obtain outstanding information about objectives, pre-visit and post-visit activities, contents of the curriculum contemplated, positive aspects and that they would like to make in the next visit. It's remarkable the inclusion of school groups of compulsory education, formal education groups such as High School, Vocational Training, Special Education, Adult Education and University as well as social groups like NGOs promoting a research for everyone in an interactive learning space. [ABSTRACT FROM AUTHOR]

Timing and tracking is a common method used to collect data about visitor behavior in exhibitions. Typically, it involves the unobtrusive observation of visitors. The purpose of this article is to present an alternative method for automated timing and tracking using an audio guide system. In the first part of the article, existing timing and tracking methods are reviewed to reveal their advantages and limitations. Against this background, the requirements of an alternative method for tracking large numbers of visitors in an interactive science center are discussed. Audio guides, which are commonly used in museum exhibitions, are used to track the movement of single visitors. In the second part of the article, the use of this method is illustrated in the context of a study on the orientation and choice behavior of visitor groups in an exhibition on biotechnology, molecular biology, and genetics. In conclusion, the benefits and limitations of our approach are discussed. [ABSTRACT FROM AUTHOR]

Elon University runs two courses that incorporate science outreach components in the form of a mobile science center. One course visits with an elementary school next to campus and the other is a travel course to middle schools in Kerala, India. In both cases interactive science demonstrations are built on campus, set up museum-style in gymnasia, and monitored by university students who interact with the children. Elon students predominantly from non-science disciplines take part in the two courses. We discuss as science pedagogy the mobile science center, which relies on the service-learning model of engaging students in socially meaningful contexts. We also discuss the usefulness to the schools of having university students interact with schoolchildren in the context of science. Our experience suggests that promoting science engagement can be expanded beyond the domain of professional scientists and educators. The cause of science education can bring together individuals of diverse interests and serve to bridge cultural divides. [ABSTRACT FROM AUTHOR]

Following the simple and complex deficit and democratic model approaches, this paper analyses the communication strategies applied in several museums and interactive centers --Parque Explora, Museo Interactivo Empresas Públicas de Medellín, Planetario Jesús Emilio Ramírez and Museo Universitario from the University of Antioquia in the city of Medellín-. We argue that communicating scientific and technological developments at a conjunctural moment -because of the pressure exerted by the demand side to bring knowledge within the reach of the man in the street- involves recognizing science and technology issues should not be conveyed in a language increasingly distanced from layman's understanding and should allow for citizens' critical thinking formation face to techno-scientific developments. By analysing the communication approaches mentioned above, we found significant obstacles to be overcome in the communication strategies applied by museum staff in order to come to an understanding of science and technology. [ABSTRACT FROM AUTHOR]