Modules used: A1, C1 – Science Centre 2012
 This is a standardized version of the original case analysis number 12. Specific names and locations have been substituted from the original document number 12 with generic references in order to preserve the anonymity of every participant.

In case you would like to read the original document, please contact occ@upf.edu.

Abstract

Background

This is a science centre that hosts an interactive science and technology exhibition as well as a planetarium. The aim of this pilot study was primarily to assess the impact on the public as well as investigate the role that actors who collaborate with the centre play.

Procedure

All participants were approached and interviewed in the premises of the centre.

Results

Participants acknowledged the importance of the centre for the city. However they highlighted certain problematic issues with communication and publicity access, exhibits etc.

Recommendations

Considerations such as fundraising, science communication activities etc. are reported and discussed.

Introduction

The science centre

This is a science and technology centre which offers a variety of activities to visitors. Specifically, the most popular feature of centre is the planetarium, which presents shows on several topics with an emphasis on space and astronomy. Another important feature is the interactive science and technology exhibition, which contains three distinct themes ‘matter and materials’, ‘sound and image’, ‘biotechnology’. A very informed library is also in operation and there are a number of other activities, science cafés, talks and lectures that are organized regularly.

The centre is a place where, apart from the exhibits, special tributes are presented on topics relating to the relationship of Science-Technology-Society (e.g., “Café Science” – “Astronomical News”), and host multidimensional experiences that make it a site with significant lifelong learning opportunities. The centre is also offering educational programmes to pupils and the general public, presentations and conferences, special events and a science coffee house, open discussions on new research results of relevance to everyday life. The centre was established in 1956 with the form of a private legal entity, implementing the will of the late national benefactor. The first activity of the centre was the granting of scholarships to students and the writing and publishing of textbooks for students of vocational training centres. It grants 20 scholarships each year amounting up to a total of 224.870.699€. It has three permanent science and technology exhibitions and conference facilities including an auditorium, a conference hall, meeting rooms and the new digital planetarium. Its scientific library has 53.000 books and the new digital planetarium offers 3.000 shows each year.

The planetarium is a synthetic training device that became a pole of attraction for students and general public. It is a scientific centre with an essential mission and objective goal of popularising and disseminating information about the achievements of science and technology. Indeed, since its initial steps, it grew rapidly and evolved into a centre for education, entertainment and assistance for all the sciences. The public that visited its facilities was satisfied on the one hand, but the services offered were limited to the projections, regardless of how impressive they had become in the meantime. This realisation gradually led to a change in the philosophy guiding its activities, and so the planetarium ceased to be limited to just its physical facility, but expanded its activities beyond it with informative articles and interviews in the periodical press, with popularised science programmes on television and with educational lectures throughout the country. It was then decided that it should be turned into an informative, popularised educational centre, participating –in activities as part of social development, as only through broad cooperation with society could its function truly achieve its goal and grow.

Forty years after the creation of the first planetarium in the country, a new digital planetarium, opened to the public in 2003. With a dome diameter of 25 metres, it is one of the largest and best-equipped digital planetariums in the world. It also has provided access to disabled people. It is a scientific centre with the important mission of communicating scientific achievements to the general public and enlightening people about the nature of scientific research and technology. It is internationally active as a part of various scientific organisations like the International Planetarium Society, the Euromax and the Giant Screen Cinema Association.

The centre’s physics experiment collections and the technical exhibit halls were created in 1966 and renovated 30 years afterwards creating the space for an interactive exhibition. The first periodic exhibition was held there in November 2003.

A permanent interactive science and technology exhibition has been on display in this new exhibition wing since December 2006 and is divided in three themes, “Matters and materials”, “Communication” and “Biotechnology”. The interactive exhibition on science and technology seeks to bring the general public closer to the world of science and technology offering educational stimuli and seeking to contribute to teaching young people in particular.

The planning and implementation of the exhibited collections are based on the use of advanced museological tools, with high priority assigned to mechanical-interactive exhibits, interactive multimedia and audiovisual sources which are explicitly theme-oriented. The most important aspect of the exhibition is its interactivity. Visitors play an active, rather than passive, role: they are invited to touch, combine images and sounds, assemble various parts, observe and, in a word, to intervene in the exhibition environment. Visitors are able to repeat, to delve deeper and thus to gain motivation for further exploration. In this way, the exhibition cultivates and develops visitors’ imagination and creativity. For the youthful audience the interactive exhibition on science and technology constitutes an alternative approach to scientific laws and principles, complementing the methods and practices of schools.

The science café concept provides a unique forum for the discussion of topical and thought-provoking scientific issues in a way that is much more relaxed, informal and accessible than a public lecture. No scientific background is necessary –just an interest in the topic for discussion. The centre and two other international entities present a series of open dialogues among scientists-researchers and the general public with contemporary issues in science and technology. Participants have the opportunity to explore the latest developments in contemporary issues such as cosmology, biological evolution, consciousness, ecology, artificial intelligence and genetically modified foods. Meanwhile, scientists are partakers of the concerns of anxiety and expectations of citizens about the major scientific issues.

Methods

For the pilot study, ‘Science centres and Museums’ were chosen for investigation at two levels namely ‘Public’ and ‘Actors’ (see Table 1). A qualitative approach was used to carry out the interviews. Content analysis was employed for the analysis of the transcripts. Specifically, all the main themes identified in participants’ responses are presented and discussed in the results section below.

Table 1. An overview of the PLACES evaluation scheme (in bold the areas selected for this pilot study)

	Science Centres and Museums	Science Events	Science Cities
Public	Institutional Sources about Visitors (documents, website, information from organizer)Semi-structured interviews with visitors (including module for repeated visitors about long-term impact): MODULE A1 (n≥ 5 people)Standardized survey of visitors: MODULE A2 (n=200 people)	Institutional Sources about Visitors (documents, website, information from organizer)Semi-structured interviews with visitors (including module for repeated visitors about long-term impact): MODULE A1 (n≥ 5 people)Standardized survey of visitors: MODULE A2 (n=200 people)	Focus group with (ordinary) citizens: MODULE A3 (n=2 focus groups, 4-8 people per group)
Policy Sphere	Semi-structured interviews with observers or stakeholders: MODULE B1 (n≥ 5 people)	Semi-structured interviews with observers or stakeholders: MODULE B1 (n≥ 5 people)	Semi-structured interviews with observers or stakeholders: MODULE B1 (n≥ 5 people)Document analysis: MODULE B2
Actors	Semi-structured interviews with relevant actors: MODULE C1 (n≥ 5 people)Or alternatively, focus groups with relevant actors: MODULE C2 (n=1 focus group, 4-8 people per group)	Semi-structured interviews with relevant actors: MODULE C1 (n≥ 5 people)Or alternatively, focus groups with relevant actors: MODULE C2 (n=1 focus group, 4-8 people per group)	Focus groups with relevant actors: MODULE C3 (n=1 focus group, 4-8 people per group)Or alternatively, semi-structured interviews with relevant actors: MODULE C1 (n≥ 5 people)

Procedure

Semi-structured interviews were conducted for both levels (i.e. public and actors) using the appropriate interview schedules from the toolkit already developed. All sessions were recorded and none of our recruits denied taking part in the pilot study. All sessions took place within the premises of the science centre either in the offices or the coffee shop. Data collection lasted approximately two weeks. The duration of each interview was between 30 and 45 minutes.  

Public level

Visitors

Five visitors were interviewed. Two were students and three were parents accompanying their children. Four of the participants were repeat visitors and one was a first time visitor. Individuals who visited the centre can be differentiated into laypeople and members of the scientific community.

Laypeople are mostly students that visit centre as part of a school visit or parents that accompany their children in order to spend quality time with them. The visit to the planetarium is a traditional informal learning activity.
There are also university students or scientists, which are much more aware of what they are going to see. The planetarium enables both scientists and those with just a basic education to enjoy exactly the same show and share the sensation of the overall general development in events and the relation between cause and effect.

Actors

Representatives of science centre/museum

One individual responsible for the science and technology exhibition and one individual responsible for the public relations of the science centre.

Scientist

One astrophysicist who worked as part of the team responsible for the content of the science and technology exhibition and the lectures/ talks given in that context was interviewed.

Journalist

The journalist who worked as a science journalist collaborated with the science centre on a number of occasions –most recently as a contributor for the science café activities.

Teacher/educator

Teacher who had accompanied students in school trips four times in the past.

Results

Visitors

The image of the centre

The public expressed its admiration about the pioneering work of the centre and its uniqueness. It is virtually the only place one can see scientific issues in the city. It is an informal learning environment which popularizes science and especially astronomy. Characteristically, a medical student said:

“I come often to the planetarium because is the only place in town that offers this kind of issues to the public and popularizes science and especially astronomy… It’s perfect that it can illustrate the issue that it talks about because you can see this in 3d and the shows are always such good quality”.

 A mother accompanying her child told us:

“In the planetarium I can do and see things that I can not see anywhere else”.

A teacher who also accompanied as parent her child mentioned:

“Planetarium is important for each citizen because it brings science and especially astronomy close to everybody”.

The planetarium is a pole of attraction for students and the general public with an objective goal to popularise and disseminate information about the achievements of science and technology.

The centre is identified with the planetarium. The dome of the planetarium attracts most of the visitors while the interactive S&T exhibition is the least known aspect of the centre (probably due to its more recent opening in comparison to the planetarium). Most of the interviewees from our sample when asked a question concerning the centre, answered having the planetarium in mind. Characteristically a medical student asked:

“When you say centre do you mean the planetarium?”

She told us she had visited the planetarium and she did not know the other aspects or activities of the centre. Another student mentioned:

“The advantage of the centre is the planetarium with its dome”.

Enjoyment of the 3D scientific shows is the main attraction for most of the centre’s visitors. This is probably the reason the centre is mainly identified with the planetarium.

The public points out the sophistication and the high quality science presentations in a very pleasant environment. When asked why she has visited the centre one participant, a teacher answered:

“We choose it for the child, because the planetarium is impressive for the children also… it’s something unique, it’s not just a museum…”

Indeed the way that knowledge is transmitted in the planetarium is a memorable learning experience for the visitors, which increases visitors’ knowledge and their understanding of science. Characteristically one interviewee says:

“I have seen many shows about the universe… most of them are memorable…”

In the country this is an experience that most children can enjoy in the context of educational school visits. Most people remember the first time that visited the centre because it was an experience that generated powerful emotions and awe for the immense universe. This kind of experience can have a long lasting impact.

Lack of science communication in general and of science centres and museums in particular

In the country there is very little communication of scientific events, issues etc. Part of this problem is also evident in for example in the public’s notion that the centre is the planetarium. There is need for communicating the appropriate information with regards to the centre as a science centre and not only as a planetarium. Furthermore, there is considerable need for advertising other scientific activities and the very important interactive Science and Technology exhibition. The interactive exhibition is unknown despite its intention to inspire love for teaching and learning about scientific topics in an enjoyable way. It could be as famous as planetarium because it offers visitors of all ages educational stimuli, seeking to contribute to teaching, particularly of young people, in the science and technology field and to promote a spirit of ongoing scientific and technological exploration. Its interactivity is one more advantage for visitors to play an active role and develop imagination and creativity. Characteristically, a teacher accompanying her child mentioned:

“I would like it to be more open to citizens…”

Furthermore, there are not so many debate or discussion events about contemporary science issues between scientists and the public in order to promote science and technology in society. There are no actions or events that are effectively communicated to the public. There is no context within which to organize events for example and give society access to science. Characteristically a teacher accompanying her child answering our question whether she can compare the centre with other places where someone can deal with science said:

“It’s for sure the best… I can’t think of another place where someone can deal with science… I haven’t visited any other institutions of pure science… except museums…”

In fact, none of the interviewees knew or had visited other science centres in the city. When asked about his expectations with regards to the museum he said:

“…I would prefer more scientific interactive activities… not only shows but also to invite people to exhibitions and dialogue events… to propose things…”

The role of the Internet as a mean of science communication is vital as it is universally accepted as the main way of advertising and communicating science. Indeed, most of the interviewees mentioned that get updated and informed about science issues mostly via the internet and less so via traditional media. This is evidence that in the country, science issues and events are not so popular and it is up to the individual’s personal interest, cultural, socio-educational background to look for them in libraries, science centres and the internet. Internet is the easiest, most accessible and cheapest medium.

The centre as a source of knowledge

The public indicates knowledge as a value. It is a way of life, of thinking and behaviour. They visit the centre in order to gain knowledge and information in an alternative way that can be effective and have a long lasting impact on attitudes. A student said:

“I have a personal interest in scientific issues and for this reason chose the planetarium as an enjoyable way to learn things…”

Learning in formal education is different from informal museum-based learning, as it is driven by visitors’ own interests and most importantly they have personal choice and control over the experience. According to our observations visitors that come to the centre because they have a personal interest are much more conscious with regards to scientific issues and have a scientific culture.

Visitors’ expectations of museum learning outcomes included gaining information, developing knowledge and skills, changes in attitudes and self-perceptions. A student said:

“The issue of the show can make me think…or seek information in the Internet…”

The centre can promote some interest in S&T issues

Visits to the centre do not necessarily contribute to the audience’s participation in scientific events due to lack of general scientific context-background. None of the interviewees had taken part in scientific events as a result of the visit to planetarium. A teacher said:

“Science is not an attractive topic we talk about… It does not concern many people and even if it does the context is not helpful”.

Visitors of the centre watch relevant news in the media look for science information and discuss relevant issues more than before. Characteristically a medical student mentioned:

“The planetarium helped to increase my scientific interest.”

However, there seems to be a change in their attitudes in the context of the affective learning. They develop intellectual curiosity and social capital. They share ideas, information, culture and values. It is possible that this impact will fade away without subsequent reinforcing experiences. People without a university education are not sure when to discuss scientific matters and find some scientific expressions of the planetarium presentations difficult to understand. They do not have such confidence in order to have a discussion on a scientific issue. A mother, who accompanied her child when asked whether she was likely to talk about scientific issues as a result of her visit to the planetarium said:

“I did not learn it all… some words of the show were difficult to understand… could be simpler.”

While most of the visitors admit that the science exhibited in the centre is relevant to everybody, it was difficult to provide examples drawn from everyday life or to connect science with daily life. A mother who accompanied her child said:

“I can’t give you specific examples… isn’t everything explained by science?”

Participants believed that the science is important for the development of contemporary society and highlight the negative aspects of science like nuclear energy and the bad effects of mobile. Children who visit the centre are not appropriately prepared for their visit and they do not gain as much as they could. Teachers should have been trained or have acquired special skills in order to communicate issues of science and technology to their students. The impact of the visit can be affected dramatically by the quality of the teacher’s preparatory and post-visit work with the children. Furthermore, it was true whether or not the children receive encouragement at home.

Knowledge and Entertainment are the main motives for the visitors

The most common motive of the visit was the uniqueness of the issues raised by the centre, and the impressive way of their presentation. There is nowhere else in the city where issues about astronomy, universes etc. are provided. A mother who accompanied her child told us:

“…however all these (things) are beyond us but we have to learn about them for our own good”.

Another one said:

“We choose the planetarium to visit because of the issues, the pleasant environment… you can see things that you cannot see outside…it makes your mind travel… the quality…”

Another motive our participants mentioned was escape from everyday problems and routine. An interviewee said:

“The planetarium can make your mind travel ….”

Knowledge was also mentioned as an important motive. A student said:

“The planetarium is the only place where someone sees good shows and in the same time learns things”.

 Another motive mentioned was a comfortable and alternative way of gaining information and knowledge. Parents especially choose to visit it traditionally in order to promote intergenerational learning and strength the family bonds. The planetarium is as an enjoyable and effective learning environment. Visiting the planetarium is an excellent way for people to learn things that they believed were beyond their learning abilities, for older generations to share their knowledge with younger ones and for experts to come into contact with the laypeople. A teacher when asked for which reason she has visited the centre answered us:

“We choose it for the child…and in the past we have chosen it again for educational purposes, for my nephew…”

Finally another motive mentioned was curiosity. A mother who accompanied her child when asked for which reason she has visited the centre answered:

“I was curious to see what the planetarium is exactly because my mother has been a lot of times and I came so….”

Actors

The image of the centre and its personnel

The centre is one of the top destinations for a primary school in the city as the activities it hosts and organizes are primarily targeted for this age group. During visits they go to the planetarium rather than the interactive S&T exhibition. The choice of the centre is very traditional one for school and family visits.

All of the interviewees expressed admiration about the institution and the work being done there. One of our participants characterized the institution as one dealing with “true science”. He mentioned that one important criterion according to which the centre can be viewed as the top or at least amongst the three top science centres/ museums in the country is time. The centre has been in the forefront of science communication firstly with the planetarium and secondly with the interactive science and technology exhibition for decades. Its mission is to affect both children and adults specifically to help them understand science better and creatively motivate them. Overall, its mission is to promote science and technology in society.

The exhibition offers/ provides activities (talks, experiments) that target an audience of a certain age group and above 5, 6 or 7 and above. The planetarium aims to attract even younger children while the library targets an older audience. Some exhibits have been there for a long time even before the interactive exhibition was introduced in 2000. These are now displayed in the café of the centre. Several proposals with regards to the set-up of the exhibition were considered and a foreign proposal was chosen. The project manager of the interactive science and technology exhibition commented:

‘They placed a lot of emphasis on the aesthetic part of the exhibition however if I were to choose again I would prefer the emphasis to be on functionality’.

There is no issue with regards to competiveness since the centre is a non-governmental organization. The exhibits of the interactive science and technology exhibition are not being renewed however compared to other science and technology institutions abroad the exhibition has more hours of activities. However, the community has a higher level of involvement in science and technology institutions abroad.

Lack of science communication skills in the country

Most of our participants were of the opinion that there is virtually no science communication in the country. There is no formal education or training for science communication either for scientists or journalists. Specifically the journalist interviewed told us that he never received any formal training before he started developing an interest in science communication and working as a science journalist. Furthermore, he mentioned that the online journal he works for is the only one who has a devoted science and technology section. None of the traditional media have shown such commitment to science.

Two participants commented on the fact that there are almost no science programmes broadcasted in the popular media (TV and radio). Furthermore, none of them are produced in the country. Some participants mentioned that local people have brilliant minds but unfortunately not the context within which to operate and progress.

Those participants who worked in the science centre stated that they do have communication skills although they have not received formal training for this. They feel they know how to talk to an audience but think that the level of difficulty depends on the topic or subject one has to communicate. The scientist working in the exhibition centre said

‘…By coming into contact with the public, students and non expert audience you understand more about the average level so you can adjust the way you say things’.

Difficulties in communicating the centre’s activities

Certain such problems with communication are: the term ‘centre’ is usually used for institutions dedicated to illnesses, disabled individuals etc. while the term ‘exhibition’ refers mostly to commercial exhibitions. Other problems are: access to the centre which is problematic as there are no metro / bus stops near by. Also, there are no funds which can be used to renew exhibits.

Personal gain/ motive for participating in the centre’s activities

Participants’ motivations were very similar. For example the journalist interviewed found belonging to a community of science or a science network to be the greatest motive for him personally and this in turn led him to get involved in several activities and events that the centre has organized in the past or currently hosts. He also stated that he shares a common goal with the centre namely the transfer of knowledge or helping the public learn about science and technology. This is the reason why he is proud to be associated with the centre and continues to help with the centre’s activities or advocates the centre’s work. In response to our question as to what his motivation is he replied ‘the love for science’.

The scientist interviewed also stated that her motivation partly derives from the fact that her work is directly relevant to her area of expertise as the interactive exhibition deals with subjects such as astrophysics, technology and biology. Furthermore, the work environment is excellent and the colleagues are also exceptional. Finally, the work involves offering extra stimuli to kids which is very close to what she used to do before as a teacher. This is an informal education activity which makes learning fun where both parties enjoy it more.

The relationship between science and the public as viewed by the actors

Most participants stated that they receive positive feedback from the public. One made the differentiation into two segments: laypeople and the scientific community. Communication with both segments is two-way. He stated that his science journalism helps open the mind of laypeople while their questions help to open his. Meanwhile his audience is getting larger. He stated that his relationship with the scientific community has also developed. Members of the scientific community now request his skills to communicate their work to the wider public.

One participant differentiated between the general public from school students as the reasons for visiting are not the same. Students generally visit the centre as part of a school visit and they are negatively predisposed a priori. However, the way the science exhibition is set up with the interactive displays wins them over. Conversely, members of the general public are much more aware of what they are going to see and their motive is purely personal. Often the public’s ideas are used to create activities or conduct experiments. Usually they help generate a new topic list for activities however no ideas ever helped her with her research as it is a very specific topic in astrophysics.

Networking opportunities offered by the centre

Actors have collaborated with two international institutions to coordinate and host the scientific coffee. Individuals from the media as well as teachers contact the staff to ask for information with regards to the organization of the visit. These were all new contacts which however are not followed up. The publicity office is more suited and responsible for contact with the press etc.

Schools do not network with other institutions apart from the science centre itself. Other institutions that schools might visit are another museum which has an exhibition on dinosaurs dealing with the evolution of species and the disappearance of dinosaurs; and also, the naval museum, which has an exhibition on the ancient warships and a three dimensional depiction of the Olympic Games is a popular destinations for schools.

Individual differences in the roles played by the various actors

The role of the teacher

The role of the teacher is to accompany children but also take part in the activities with them. Afterwards, his role is also to conduct a discussion with regards to what they have seen, what made an impression on them and what they did not understand.

The school tries to use these cultural and educational visits and connect with society as well as other educational institutions outside the school environment. It is within the role of the teacher to accompany the students and therefore is not evaluated. In general, teachers are not evaluated by the school unless it is a private school.

The gain for teachers is the same as the students namely learning and how this evolves. Until a few years ago the only way to learn was through a book, the narration of teaching staff and state channels. Thus personal status is not a motive. Doing the job well and having positive responses from the children after the visit constitutes a big motive. Furthermore, the encouragement and promotion of the love for science, technology and surrounding issues also constitute a big motive.

Role of scientist

The scientist employed in the centre is responsible for the interactive science and technology exhibition and the visits of the general public to the exhibition. Furthermore, the scientist is also responsible for the organization and implementation of the different activities which accompany the exhibition.

Role of the project manager

The project manager of the science and technology exhibition is an engineer. What he believes he has contributed to this project is his experience from the US, where he completed he studies and visits frequently among other things to visit other science and technology centres and museums and keep up to date with their events and activities.

The role of the journalist

According to the journalist who was interviewed, the role of the journalist is very important. He strongly believes that journalists are key actors with regards to the communication of science to the public. He believes that they function as ‘transmitters of knowledge’ and have the power and authority to influence things. He sees himself as somebody who can show the public that there is still hope in the country and good things are still happening.

Conclusions

The aim of our study was to collect data about the personal, public, economic and political impact of the centre on people and society. Personal impact might include learning outcomes, personal enjoyment and career development. Public impact can be thought of as the societal impact. Societal impact of the centre is defined as the effect that it has on people, organisations, and natural environment. It can affect youth employment, in local, regional and international tourism, in leisure activities, partnerships, volunteerism, urban development and transport. Political impact is related to government policies while the economic impact can be defined as the effect on employment and the local economy, like income brought in by visitors and the creation of jobs.

The centre is a science centre which hosts a planetarium, an interactive exhibition, science events, scholarships, publications. The centre relies on staff and volunteers for its daily functioning.

The impact of the centre on its visitors is primarily personal and could be defined as the change that occurs as a result of the visit to it. Visitors gain scientific knowledge and as a result change attitudes towards science. Some have said that they come closer to it in a very pleasant and alternative way. Specifically, in our sample visitors and actors both expressed their admiration about its pioneering work and its uniqueness. The planetarium is mostly famous for a high quality and sophisticated presentation of science in a very pleasant environment. The centre is very important for the city but also the whole country. However, most of the participants also stated that the interactive science and technology exhibition is not as well-known as the planetarium. In fact, the centre is identified almost exclusively with the planetarium.

Participants who collaborated with the staff of the centre also stress that the staff are all highly qualified, with a strong interest in science and technology, the activities of the museum, the status and the future of the centre. Certain problematic areas were highlighted by participants such as the minimal publicity of the centre’s activities, lack of resources, difficult access etc.

Many of the visitors of the centre were school students, parents or teachers accompanying these students. Learning that occurs after a visit to the centre depends on prior knowledge and interest of the learner is mediated by other people like parents, teachers and peers and is influenced by other sources of information like books, TV programs, school and the Internet. The experience and learning which has resulted from a visit to the centre is highly personal. It would be worthwhile the visits in the centre and the planetarium shows to be supported by the proper preparatory and post-visit work and with encouragement at home or school.

A general observation which has resulted from this case study is that there is a lack of science culture and context. Citizens are not interested in science and this can be confirmed though the weak presence of science in public life, public affairs and discourses in the media. Our findings show that citizens believe that science is something difficult to understand and use in their daily life. There is a need for further long-term study and research of the impact of museums and science centres on people and society. It would be useful to examine data relating to other initiatives and policies with regards to science and society and investigate whether these would be transferable to this country.

Recommendations

Access

Access to science museums and centres should be easy for all visitors. This means that access should not only be possible by car but also public transport so that all age groups (children, students, parents) are able to reach the venue. When planning the opening of such a museum or centre these practical issues should also be considered. Of outmost importance also are: access for less able individuals such as the elderly, as well as parking and other facilities which have to do with the comfort and ease of visitors. Access to science museums and centres should be easy for all the disable visitors too. There should be lifting elevators, wheelchair platforms for people with reduced mobility, lifting platforms for disabled people, mobile stair climber and ramps.

Resources

Limited resources are a huge problem as state funding is becoming more and scarcer. The result is that exhibits are not often renewed and repeat visitors can experience disappointment. Donations from relevant organizations or institutions or even influential or prominent individuals should also be encouraged as is the practice in other European countries. Funding for the centre could also be raised from a variety of sources including government, internal and external business enterprises, donors and visitors.

Advertising/ publicizing of the centre’s/ museum’s activities

It is very important to communicate the activities, new exhibitions, events etc of a science museum or centre to a wider audience. It seems that most science events, activities, events etc are publicized in the press which is read by a specific audience for example the science supplement of a newspaper or are advertised on the state channels which often have quite low audience ratings.

Specifically in the case of the centre it would be useful to share its work with the society through media, advertising and the internet. The interactive science and technology exhibition needs to be advertised more widely as they provide motivational opportunities for students to learn science. The centre needs to enrich its array of partnerships and programs it undertakes with the community and will also be beneficial for the local tourism, youth employment, volunteer schemes, local clubs and societies.

Improvement of scientific culture and policies for enhancing attractiveness of science centres

It is possible that a prevailing perception in the national public is that science is supposed to be for the select few or that science is something very remote and not in any way connected to everyday life. This perception is certainly enhanced by the fact that advertising any event which has to do with science is done in very specific and often very elitist manner. Furthermore, coverage of science news is done by individuals with no official training so it might be that certain facts are lost, misinterpreted etc. Finally, in the country there are few science communication activities which could be attributed to a lack of scientific culture or tradition unlike other European countries. It is also worth noting that there are not many science shows or series on the national TV. It seems that adopting some ‘good practices’ or successful recipes from other countries might be a good place to start in order to introduce science to a wider audience using the mass media.

Learning from informal educational experiences seems to be very helpful for the public understanding of science technology. It would be worthwhile for the science museums/ centres to provide more activities for the public in order to encourage active engagement, awareness and participation. Science centres have their share of responsibility, to help people improve their knowledge and understanding of science and technology. There should be promotion of the museums or science centres’ scientific innovative work which might motivate people to participate in local decision making and also engage in science debates, participate in seminars, events, open exhibitions and other activities which have to so with science in the city.

Furthermore, there should be more partnerships, cooperative relationships and functional interactions between local stakeholders to develop effective, science communication policies. Involving media, research organizations, universities, companies and internet would be an effective strategy.

Improving science communication skills

Following from the observations with regards to the concept of scientific culture it is also worth mentioning that official science communication training is not available anywhere in the country. The individuals employed in science museum or centres are either trained abroad or have learnt this skill on the job. However it would be more beneficial from everyone if this was done more formally. For example, either offered externally to companies or organizations by institutions such as the two international entities or offered by in-house training by trained individuals who will also be able to tailor information and training to a centre’s individual needs. There is a need for science communication not only for science centre or museum personnel but also for journalists reporting science news or covering events in science museums or centres. Indeed, the specialty of science journalism does not officially exist and most journalists may have a keen interest in science issues and learn on the job how to communicate these issues to the public.

Overall, the instruments worked quite well and the amendments made were very successful. In our opinion there is no need to adapt further to fit the local context.

References

1. De Semir et al. (2012) The PLACES toolkit for the impact assessment of scince communication initiatives and policies. Barcelona: Universitat Pompeu Fabra.

2. European Network of Science Centres and Museums (ECSITE). (2008) The Impact of Science and Discovery Centres: A review of world wide studies. United Kingdom.

3. Garnett R. (2001) The Impact of Science Centres/Museums on their Surrounding Communities: Summary Report. (ECSITE)

4. Generic Social Outcomes Indicator Bank For museums, libraries and archives. (2009)