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All posts by Christina Jones

Dimensions, January/February 2008—Small Matters: Communicating Science at the Nanoscale

IN THIS ISSUE January/Febuary 2008 Much of this issue is devoted to the Nanoscale Informal Science Education Network (NISE Net), a National Science Foundation-funded initiative intended to foster an informed U.S. citizenry and a competitive workforce in the emerging field of nanotechnology. Articles from the Museum of Science, Boston (lead institution), Science Museum of Minnesota,... Read More

Dimensions, November/December 2005—Active and Engaged: Science Centers and Informal Learning

IN THIS ISSUE November/December 2005 Research into informal learning, like other types of scientific investigation, is incremental and self-referential. The process may seem opaque to observers; yet over time, consensus emerges and points to promising new avenues of exploration. The content of this issue was informed by three recent initiatives: the October 2004 commissioning by... Read More

Dimensions, July/August 2005—Mission Based, Market Savvy

IN THIS ISSUE July/August 2005 When we market science centers, what are we selling? A fun day for the family? Startling and weird phenomena? Meaningful encounters with principles that affect people’s lives? An introduction to the scientific method itself? For nonprofit museums, marketing is more complex than the classic “four P’s” of product, place (i.e.... Read More

Dimensions, May/June 2005—Closing the Gap: Reaching Female Audiences in Science Centers

IN THIS ISSUE May/June 2005 This issue was already planned when Harvard University president Lawrence Summers, addressing a January National Bureau of Economic Research conference on diversity in the science and engineering (S&E) workforce, set off a media storm. Speculating on why so few women hold high-level academic positions in S&E, Summers cited, in this... Read More

Dimensions, September/October 2004—Farther Afield: The Changing School Visit

IN THIS ISSUE September/October 2004 Field trips, excursions, school visits—call them what you will, on-site programs for teachers and students remain a key element of science center operations. But a recent change in education policy in the United States, the No Child Left Behind Act of 2001, has put these “bread-and-butter” programs in question. Under... Read More

Dimensions, July/August 2004—Science for Early Learners: Reaching Very Young Audiences

IN THIS ISSUE July/August 2004 Last year at this time, we wrote about an audience seldom found in science centers—older adults—and described how museums are reaching out to these lifelong learners. In this issue, we turn our attention to what has been called the “hidden audience” of science centers—very young children—whose needs are sometimes overlooked... Read More

Dimensions, March/April 2004—Visitor-Centered Spaces: How Physical Context Affects Experience

IN THIS ISSUE March/April 2004 That physical surroundings have a profound impact on our mental and emotional well-being is not a new insight. Nor is it innovative to apply that insight to the organization of museum spaces. In his 1987 Museum Visitor Evaluation: New Tool for Management, Ross J. Loomis counseled managers to pay close... Read More

Dimensions, January/February 2004—Science Centers as Schools: Extending the Mission

IN THIS ISSUE January/February 2004 This journal often looks at ways that science centers serve schools or foster relationships between museum educators and classroom teachers. But some ASTC members take it a step further. They bring school into the museum, setting up classrooms, opening their collections, collaborating in curriculum design—turning curiosity and exploration into a... Read More