Conferences sessions

Museums and universities are both learning institutions working for education, for the professional development of educationalists, carrying out research. Cooperation between them gives added value to the field. However, the relationship is not always ideal. Often these two institutions work at a distance. In this session organised by THE Group, posters present case studies of experiences and cooperations with a focus on the role of people who cross boundaries between the two institutions, such as explainers and young scientists.

We’re in the century of networks: energy networks, communication networks, information networks… and networks of museums and science centres! How do we ensure these are truly mature networks, rather than isolated, unconnected nodes? The European museum network (and by extension, the American, Asian and worldwide networks) could be decisive in suggesting behavioural changes. In 2010, some European centres are initiating a common programme to stimulate joint debate of the big ideas. Let’s talk…

In a modern world where different cultures often clash, scientific thinking is surely the best cure for intolerance. How can we help the public to evaluate information about science coming from sources which may or may not be reliable? Many people prefer easy answers to hard questions. Easy answers from popular media, politics, commercial interests and religion often misrepresent science. It is easy to rely on “experts” and authorities. But which authorities really are qualified? And are qualified authorities always right?

Networked media are bringing large-scale changes to the collecting, storing and delivering of information. The main trends do not so much reverse as complement and reposition the older ways and functions of the museum. The future of science centres and museums in the world is henceforth more closely tied to outreach initiatives than to purely conservation functions. Thanks to new media, science centres can foster a new role and new levels of service in different ways.

More and more questions are raised by society to scientists. Some of them relate to risky topics which regularly hit the news. How can science centres tackle them? One way is to create a dedicated space in their institutions and produce science news. For that, a museum would have to define a specific approach, an evolutionary setup, a special team and maybe some special technology (web service). Then there is the issue of renewal and the need for flexible setup and programming. Find out if science centres are able to successfully meet these growing demands.

While death is the ultimate fate of every one of us, confronting it is difficult and often avoided. Should science museums deal with this topic? If so, how? What would be the rationale for deciding to approach this challenging topic? What would be included in such an exhibition? And how might a museum exhibition on death and dying facilitate a conversation between parents and children? This session brings together three different approaches in different cultural and social settings and assesses their successes, failures, and outcomes.

Four different approaches will be presented where science centres promote innovative training courses for school teachers, offer workshops and outreach in schools as well as at the science centres. Questions will be addressed, such as how relationships between pupils, teachers, scientists and science centres have been built up, how enquiry-based learning can be offered in elementary schools, and how informal education might be useful for a formal education agency like a school. What impact can a young scientist’s appearance together with a science centre educator have on schoolchildren?