Educational games are fun teaching tools prepared in line with the aims of the lessons and facilitate the understanding of the subjects. Due to these features, they can be used in science centers to both discover exhibits and provide understanding of concepts. In this study, it was aimed to determine the opinions about the educational games…

Informal science education (ISE) experiences can provide powerful opportunities for people with disabilities to experience and learn about science. When designed to be inclusive, such experiences can lead people with disabilities to feel competent and empowered as science learners, generate excitement and enthusiasm for science, and be equitable…

Placing exhibits in public places provides a unique opportunity to reach a broad non-museum-going audience. It offers marketing and publicity opportunities as well as the potential to develop relationships with agencies and individuals who are stakeholders in the public site. The purpose of this guidebook is to describe the steps in creating an…

The Dallas Science Place contains 55 interactive displays on observable phenomena, organized into 7 topic areas: motion, waves, matter, electromagnetism, energy, change, and entropy. Attempts were made to keep the exhibits' forms elemental, so that the underlying physical phenomena could be readily observed and experienced. (JDD)

Describes the Howard B. Owens Science Center at Prince George's County (Maryland) Schools, which concentrates advanced equipment and highly trained teachers to give visiting students and teachers hands-on experiences they cannot get in the classroom. The center boasts computer-controlled rocketry, laboratories, exhibits, and lectures introducing…

A Water Celebration is a free one- to three-day event to entertain and educate communities about the importance of water. Celebrations organized for school children include classroom activities, exhibit areas, contests, games, and teacher networking opportunities. Celebrations for adults range from water conservation conventions to forums on wise…

Argues that affective learning is a poorly understood phenomenon and that objective-setting and evaluation for learning in the affective domain are often neglected in educational programs. Addresses the problem this creates for nonformal science-learning centers. Contains 38 references. (DDR)

Focuses on the interactive science center and its history over the last four decades. Traces the original idea to Francis Bacon. Recommends the use of cross-site studies to develop a model of learning in this setting. Contains 141 references. (DDR)

Discusses workshops featuring an interactive exhibit program for elementary science teachers. Science is learned in an inquiry-based mode and science teaching props are developed. Describes the interactive science exhibits, needs assessment, and workshop programs. Provides evaluation results of the workshop. (YP)

Presented is a discussion on how an evaluator can function effectively in a Science and Technology Center, using an evaluation model on experience in evaluating exhibits at the Lawrence Hall of Science over a six-year period. The approach in this paper is described for four areas: (1) evaluation of currently available exhibits and programs; (2)…

Discusses and compares on-site and off-site exhibition development. Argues that the development and installation of museum exhibits for public urban spaces requires skill and experience that stretches beyond the expertise of a science-technology museum exhibition staff. Focuses on Science City, an outdoor exhibition created by the New York Hall of…

Describes national and local activities done during National Chemistry Week including chemistry demonstrations, shopping center exhibits, contests, and museum exhibits. Discusses the supplementary material about chemistry in selected editions of 16 newspapers, "Solution for the Future." Presents many pictures showing those activities.…

Examines the educational value of exhibits for transferring wildlife information to high school students. Reports that the passive exhibitry technique produced increases in the wildlife knowledge of students. (Author/YP)

Describes the role played by the Children's Museum of Bloomsburg, Pennsylvania, in science education. Provides details of the history and logistics of the program which helps alleviate school science equipment problems by bringing kits and exhibits to the schools. (DDR)

Explores the use of an impact evaluation model across time and clientele groups that is used to evaluate exhibits from two science centers in Manila. Questionnaire and interview data indicate that students prefer exhibits that produce sound, light, and motion. (DDR)