By Christine Reich
From Dimensions
November/December 2012

Science museums hold great promise for engaging learners of a broad range of abilities and disabilities in informal science learning. As institutions known for their interactive and self-directed activities, science museums already exhibit many of the principles of universal design for learning that foster equitable learning environments for all (see the Center for Applied Special Technology). Science museums have the ability to present information and content in a variety of ways, they can offer visitors multiple ways to express themselves, and they are designed to foster interest and curiosity. In fact, these very characteristics of science learning experiences in museums have been found to eliminate the performance differences that can exist in the classroom between students with disabilities and those without disabilities.
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Let me forewarn readers that the next few paragraphs are about science—real science, as defined by such terms as inductive reasoning, hypothesis testing, statistical analyses, and probabilistic modeling. Some people call this child’s play, and, in fact, it is precisely about child’s play that I am referring.

I was struck by an article in a recent edition of Science magazine (September 28, 2012; p. 1623) that discussed new studies concerning scientific thinking in young children. The thrust of the article is that, when even very young children think and learn, they employ intuitive processes that are directly analogous to the fundamentals of scientific inquiry. Children make detailed observations of their worlds, systematically formulating hypotheses, experimenting, analyzing, revising, and making decisions in essentially the same rigorous fashion that defines good science.
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Interviewed by Joelle Seligson

This interview appeared in the November/December 2012 issue of Dimensions magazine.

Laddie and Jim Elwell grew up in the Eastern United States with ready access to museums. When they noticed a lack of such resources near Bemidji, the small Minnesota town they now call home, the couple took action. This year Laddie and Jim are retiring as executive director and financial officer, respectively, of Headwaters Science Center (HSC), which they opened 18 years ago. They spoke with Dimensions about their grassroots effort and how ASTC has helped them along the way.

Read the full transcript, or listen to the podcast.

This is an extended discussion of the question that appeared in the Viewpoints department of the November/December 2012 issue of Dimensions magazine.

My ideal museum experience is memorable. It requires only one cool exhibit experience where I spend significant time, engaged in a way that taps into previous interests and expands my thinking. It makes me wonder about something and allows me to explore an idea viscerally, using my hands—even my full body. Connecting with others (family, friends, or a museum educator) around the phenomenon is important, too, as it shapes and grows my own perspective. Yet I have to own the activity, by directing next steps and reflecting on what I did and learned. Ideally, I’ve embodied a concept, had my interest piqued, and am primed to explore further. In fact, my ideal museum experience is more than memorable. I’ve come to care.

Tracey Wright, senior researcher and developer, TERC, Cambridge, Massachusetts
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IN THIS ISSUE
September/October 2012

Rapid innovations are continually impacting society and our daily lives. Science centers have an important role to play as a link between innovators and the public, a guide that helps communities navigate a constantly changing world, and a safe place for visitors to unleash their own creativity and imagination. In this issue, we look at innovation from multiple perspectives—from how science centers are fostering new innovators and highlighting innovation in their communities and beyond, to how they are applying innovative technology and new research to enhance learning within their walls.

Contents

• Nurturing the Innovator’s Mindset, by Tim Ritchie
• Why Talk About Innovation in Science Museums?, by Erika Kiessner
• Inspiring Visitors to Tinker, Create, and Innovate
• A Science Center’s Role in Innovation During Changing Times, by Kate Bennett, Debra A. Jacobson, and Calvin Uzelmeier
• Born in Israel: Showcasing Our Innovations, by Maya Halevy, Varda Gur Ben Shitrit, and Dea Brokman
• Augmented Hands-On Exhibits, by Karen Elinich
• How New Family Learning Research Can Inform Innovative Programming, by Heather Toomey Zimmerman

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