Rectification of nomenclatural issues in papers on Paleozoic tabulate corals published in the Bulletin of the National Museum of Nature and Science, Series C, between 2018 and 2022: Part 3, Niko and Badpa (2020, 2021)

Blue, yellow, fluorescent lighting, computer terminals in every corner, exhibits resembling a Fisher Price toy or a wooden building kit—museums and science centres nowadays appear to be a cross between a computer technology exhibition and a child's dream of a playground. They reflect many of the efforts that are currently being devoted to making science and technology interesting for the younger generation, the one that will give rise to the scientists and engineers of the future. But also as science and technology increasingly impact on society, the 'shelf‐life' of formal education is becoming shorter and informal lifelong learning is becoming more important. The result is a flurry of activities instigated by politicians, scientists and educators to bring science to the people and increase their understanding. National Science Week, science buses touring the countryside and visitor days in research institutes are just a few examples of how they are reaching out to the public and, importantly, to the next generation of students. Museums and science centres form a prominent base for the communication of science, but despite their comparatively long history, the art of exhibiting science is relatively in its infancy. Dating back to the late 19th century, museums were then the theme parks of the day and important collections have been amassed in such mighty institutions as London's Science Museum, Munich's Deutsches Museum, the Smithsonian Air and Space Museum in Washington and the American Museum of Natural History in New York. Particularly during the last decade, the USA has pioneered the creation of more informal interactive science centres, most famously with the Exploratorium in San Francisco in 1969. Today, virtually every major American city boasts its own version, some 300 in all. Europe has also witnessed a similar trend, to the extent that the distinction between museums and science centres …

In this article, environmental and climate practices in science and natural history museums in Türkiye are presented and discussed. While environmental and climate problems are global issues, they have local roots. As environmental issues are related to human activities and museums play a societal role, it is important to examine practices and approaches of museums in relation to the environment. Operations and practices of natural history and science museums in Türkiye, including educational activities, are important elements in communicating the risks of vulnerable environmental issue. This study outlines the environmental practices of the science and natural history museums of Türkiye which are commonly accepted as reliable providers of information to engage with audiences for action towards environmental challenges. Documentary research was conducted for the study. When the environmental practices and approaches are reviewed, it is seen that natural history museums function basically as research areas. Still, they have public education roles and organize educational activities about natural history, biodiversity and environment. While public education is one of the roles of natural history museums besides their conventional functions like collecting, conserving, researching and exhibiting, science centers are institutions dedicated to public education. Since science centers are mostly supported by municipalities, it can be said that they operate in a more sustainable and holistic way. Also, it is seen that their environmental reach-out programs offer a wider range. Based on data, we claim that collaboration with municipalities has an effect on the environmental activities and perspectives of museums. Also, climate-context works encourage museum community to make interdisciplinary works across the world. By presenting the current environmental and climate practices in natural history and science museums in Türkiye, it is aimed that the article can provide collaboration among institutions and advance the discussions among museums in the context of environment and climate.

Museum visitors and non-visitors in Germany: A representative survey

Recommandations pour la pratique clinique

The National Science and Technology Museum of Taiwan Jui-Chen Yu (bio) The idea of building a science museum in southern Taiwan first surfaced in 1979. Since Kaohsiung was a modern industrialized city, the central government of the Republic of China, with the support of the city government, chose it as the site for a national museum that would introduce scientific concepts and technological development. Construction of an exhibition building began in 1989, and the National Science and Technology Museum was formally opened on 9 November 1997. The largest science museum in Taiwan (occupying a base area of 19 hectares and a floor area of 114,355 square meters) the museum is under the supervision of the Ministry of Education, which funds its operating costs. Hence, although the museum is located in southern Taiwan, it serves the whole island. Two factors account for the increasing popularity of contemporary science museums: first, the rapid development of science and technology, and the increasing complexity of technological innovations; second, an increase in the number of people seeking learning opportunities outside of school. 1 Technological complexity already makes many people think science is incomprehensible and technology frightening, but their impact on our lives and society is too obvious to ignore. The response of formal education to societal needs is, as always, unfortunately slow. On the other hand, science museums, as informal learning places with rich collections, interactive exhibits, and interesting activities, begin to play an important role in promoting technological literacy for all citizens. The twentieth century has been characterized by changes of unparalleled rate and scale, in which the rapid development of technology has been a major factor. The impacts of technology on human beings can be found in every aspect of life: agricultural productivity has increased through the [End Page 107] use of machines and fertilizers, modern genetics has helped to increase the natural variability within plant species, plastics can be designed to have a wide variety of properties for different uses, from automobile and space vehicle parts to food packaging and fabrics to artificial hip joints. 2 As D. M. Baird points out, technology has brought a great many benefits for people, but it also bears with it great responsibility and a measure of risk. 3 Nuclear energy offers tremendous potential for power generation and beneficial applications, but how can we be sure that it will be used safely and its waste products disposed of properly? How do we guarantee the safety of those who handle nuclear materials? It is clear that scientific and technological literacy must increase for the whole population. Technology is truly global in its impact, and educators are gaining wider recognition in countries around the world as people realize the value of improving the technological literacy of the general public. Although people are becoming aware of the need for technological literacy, schools have not always been effective in applying formal education to offer good instruction in science and technology. Rigid teaching methods have often stifled the natural curiosity of young students, and schools are too frequently lacking in the facilities needed to teach science and technology, limiting opportunities to learn from personal experience and observation. This is where informal education comes in, to support and supplement formal education where necessary. A technology museum is basically a treasure house for communicating information about technology in many different ways. Silverstone describes it as a unique medium. 4 Like other media, it offers entertainment while communicating information and building interest among the public. On the other hand, it is different from other media in that it offers a setting—the building in which it is located—as well as stimulating graphics and text for the viewer. The museum building provides space for the display of instruments and materials used in science and technology, and it can even give people a chance to literally get their hands on technology and experience it, to both read about it and get to know it firsthand. If collections are the heart of museums, education is the spirit. Museums offer a totally different learning environment from schools, one that can stimulate the imagination and broaden the powers of observation. 5 A good [End Page 108...

In the last decade there has been growing interest in Europe concerning the role that science centers and museums play in the governance of science. Science centers, in fact, have the potential to be one of the most effective platforms for the discussions and debates that enable citizens to inform and participate in the democratic development of science.1 Exhibitions and programs often offer learning opportunities and resources on the ethical, legal and social issues of scientific research in contemporary science and technology. Citizen science programs, science cafes, workshops, discussions and festivals are just a few examples of the wide variety of programs and activities in this direction that have emerged in the field. Two of the largest museums in Europe, the Science Museum and the Natural HistoryMuseum, both in London, went so far as to build whole new facilities for this purpose: the Dana Centre at the Science Museum and Darwin Centre at the Natural History Museum have been established precisely with the goal of creating dialogue opportunities among visitors and between visitors and the scientists, researchers, museum staff and other players in the many fields in which these museums are active. Many other European science centers and museums include similar activities intheir programs and exhibitions; nowadays, it is virtually impossible to find a science center which is not active in the field of science engagement, opening up mechanisms and opportunities for their visitors not only to learn about science and technology, but to “play a role” in the ways science and technology are shaping our society. Projects funded since the late 1990s by the European Commission have seen sciencecenters and museums developing a variety of activities to tackle the most important issues and topics in the “science in society” agenda: from gender gap to responsible research, from climate change to stem cells to nanotechnology. In parallel, significant attention is given to participatory approaches and methodologies for the publicengagement with science at meetings for practitioners and scholars in the field, such as the annual Ecsite conference.2

OBJETIVOS: Investigar a existência de exposições ou exibições sobre temas relacionados à Comunicação Humana em museus interativos de ciências nacionais e internacionais e analisar o conteúdo para verificar quais são os assuntos, relacionados à área de Fonoaudiologia, abordados nos museus. MÉTODOS: Análise dos sites de 40 museus de ciência e/ou tecnologia internacionais e 20 nacionais para identificação de exposições ou exibições relacionadas ao tema "Comunicação Humana". RESULTADOS: A maioria dos museus pesquisados possui exposições ou exibições relacionadas ao tema Comunicação Humana. Dentre os nacionais apenas quatro possuem uma exposição inteira relacionada ao tema e dentre os internacionais treze possuem exposições inteiras. A quantidade de exibições internacionais é maior que a encontrada nos nacionais, e a qualidade do material também diverge. A maioria dos museus trata da acústica e em segundo lugar da recepção da mensagem pela audição e fala menos sobre produção da mensagem, linguagem, e anatomia e fisiologia da voz. CONCLUSÃO: Os museus de ciência abordam as ciências básicas e por esse motivo a acústica é muito explorada. Foram encontradas muitas exibições sobre temas relacionadas à Comunicação Humana que possibilitam aos indivíduos conhecer o funcionamento do corpo humano, despertando a curiosidade em relação ao tema abordado. Como os museus são instituições de divulgação científica e educação informal que colaboram para a alfabetização científica da população a Fonoaudiologia pode aproveitar seus espaços para divulgação de suas pesquisas e de seu conhecimento sobre a Comunicação Humana.

The paper examines BBC television programmes that feature museum spaces of science and technology, contextualizing the development of this programme type in the 1950s and 1960s with science (and history-of-science) broadcasting. In 1971, the BBC televised a ten-part series devoted to UK science and technology museums. Within These Four Walls, the central case study, featured episodes filmed at the Natural History Museum, the National Maritime Museum, the Royal Institution and the Science Museum, among others; its televisual tour guides included prominent science broadcasters - Patrick Moore, George Porter and Eric Laithwaite - as well as curators and scholars of the history of science, such as Joseph Needham. The paper explores, using intermediality as an analytical category, how the museological conventions of curated gallery displays and tours have been adapted and transposed to television. In doing so, it reflects on the historiographies that emerge from this intermedial product (a series of televised museum tours), arguing that they should be interpreted in the cultural context of the early 1970s. It concludes that the presentation of historical authenticity through intermedial constructions of place, objects and performances conferred what Thomas Gieryn has dubbed 'truth spots' on history-of-science narratives for audiences.

Scientists can reap personal rewards through collaborations with science and natural history museums, zoos, botanical gardens, aquaria, parks, and nature preserves, and, while doing so, help to advance science literacy and broaden participation in the natural sciences. Beyond volunteer opportunities, which allow scientists to contribute their knowledge and passion within the context of existing programs and activities, there are also opportunities for scientists to bring their knowledge and resources to the design and implementation of new learning experiences for visitors to these informal science learning organizations (ISLOs). Well-designed education outreach plans that leverage the expertise and broad audiences of ISLOs can also enhance the prospects of research grant proposals made to agencies such as National Science Foundation, which encourage researchers to pay careful attention to the broader impacts of their research as well as its intellectual merit. Few scientists, however, have had the opportunity to become familiar with the pedagogy and design of informal or "free-choice" science learning, and fewer still know how to go about the process of collaborating with ISLOs in developing and implementing effective programs, exhibits, and other learning experiences. This article, written by an experienced science museum professional, provides guidance for individual scientists and research groups interested in pursuing effective education outreach collaborations with science museums and other ISLOs. When prospective partners begin discussions early in the proposal development process, they increase the likelihood of successful outcomes in funding, implementation, and impact. A strategic planning worksheet is provided, along with a carefully-selected set of further resources to guide the design and planning of informal science learning experiences.

THE NATIONAL MUSEUM OF SCIENCE AND INDUSTRY: AN OVERVIEW THOMAS WRIGHT The National Museum of Science and Industry is one of the world’s leading museums devoted to the history and public understanding of science, technology, and medicine. It owes its origin to the spirit and drive of Prince Albert, the profits of the Great Exhibition of 1851 (held in nearby Hyde Park), and the subsequent founding in 1857 of the South Kensington Museum, an institution concerned with the union of the arts and sciences in the pursuit of profitable industry. The collections that formed the South Kensington Museum are best described as the art collections and the rest. Through time and donation “the rest” began to coalesce into the science collections, which were immeasurably strengthened by the acquisition in 1884 of the Patent Office collection of patent models, documents, and arti­ facts. It is due to Bennet Woodcraft (1803—79), the assistant to the commissioners of patents, who was possessed of a strong sense of the historical importance of the artifacts that he saw around him, that such icons as the locomotives Rocket and Puffing Billy and Arkwright’s original spinning machinery were saved from oblivion. In 1885 the now clearly distinct science collections were accorded the title of the Science Museum, and in 1909 the art collections, now called the Victo­ ria and Albert Museum, were formally and administratively separated from the Science Museum. By this date the Science Museum was situated on the west side of Exhibition Road and the Victoria and Albert on the east. Whether this separation can be seen to be a mani­ festation of the two cultures at work or merely an administrative convenience is an issue that remains to be properly investigated. By 1977, through a number of building and in-filling programs, the Science Museum had essentially achieved its present-day layout, with 32,000 square meters of exhibition space. The original collec­ tions had been systematized and expanded to cover all the major Dr. Wright is assistant director of the Science Museum. He has written on the emergence and epistemology of engineering science in the 19th century and is at present researching British government efforts to encourage improvements in com­ puter software development.© 1996 by the Society for the History of Technology. All rights reserved. 0040-165X/96/3701-0007$01.00 147 148 Thomas Wright disciplines in science, engineering, transport, and medicine, the latter following the permanent loan to the museum of the unrivaled and extensive Wellcome Collection of medical artifacts in 1977. Because of pressures of space at South Kensington, in 1975 and 1983 the Science Museum founded the National Railway Museum at York and the National Museum of Photography, Film, and Television at Bradford, each being based on collections already held by the Sci­ ence Museum. In 1983 responsibility for the Science Museum (en­ compassing at that time York and Bradford as outstations) and its collections was transferred from central government to trustees by the National Heritage Act. The bulk of the funding was, and still is, provided from the public purse, although powers were vested in the trustees to raise and retain money by means of levying entrance charges and engaging in commercial activities such as retailing. In 1985 the old subtitle of the Science Museum, the National Museum of Science and Industry (NMSI), which had lain dormant for many years, was resurrected to recognize and underline the growing stature of York and Bradford and the emerging corporate nature of the institution. Because of Britain’s pivotal role in the Industrial Revolution, the NMSI, and the Science Museum in particular, holds large and author­ itative collections spanning the full range of science and technology. It employs a large number of specialist curatorial staff to undertake acquisition of both historical and contemporary material, with the accent on the contemporary. This need to keep as up-to-date as possible is due to the short life cycle of much modern scientific and technological material. With the growth of other specialized muse­ ums, the Science Museum has been able to discontinue collecting in some of its traditional areas and refocus on new ones. For instance, the decline of Britain...

The article reveals the features of the retrospectiveand prospects of integrated educational programs inmuseums, in particular in science museums. It determinesthe need to develop this direction in connection with theconditions for the formation of modern education. Ithighlights some features of work with education seekersand the possibilities of museums for the education ofpedagogical workers. A brief perspective on the historyof the formation of science museums is made. The mainconditions for the formation of the activities of sciencemuseums and their difference from natural historymuseums are determined. The features of providingeducational services in science museums and centersare determined. The possibilities of cooperation betweenscience museums with educational institutions ofdifferent levels for the creation of educational programsand conducting educational events are determined. Themethods that can be used in science museums for effectivework are highlighted, including research, design,engineering, and design. Attention is focused on the maindirections of development of science museums in Ukraineand their prospects are determined. The scientific basisfor the formation of the activities of science museums andthe problem field of research of Ukrainian scientists inthis area are investigated. Some practical achievements ofdomestic researchers and practitioners in the developmentand implementation of educational programs in museumsfor different age categories are noted. It is noted thatthe influence of museum educational programs on thedevelopment of some cognitive processes in children ofcertain age categories is actively studied. The need tocreate educational programs for educators on the basisof science museums is determined and substantiated.This contributes to the popularization of science amongeducators and students and deepens their knowledge incertain fields of knowledge. The educational program forimproving the qualifications of teachers developed andimplemented by the Giftedness Support Department of theInstitute of Gifted Children of the National Academy ofEducational Sciences of Ukraine and the possibilities ofits implementation in the spaces of the science museum arepresented. The educational program was implemented incooperation with the Bukovina Small Academy of Sciencesof Student Youth on the basis of the Museum of Science ofthe Small Academy of Sciences of Ukraine in Chernivtsi.

THE report of the Departmental Committee on the Science Museum and the Geological Museum was published a few days ago. The committee was appointed in March, 1910, and its terms of reference were:-“To consider and report upon various questions in regard to the present condition and the future development of the valuable collections comprised in the Board's Science Museum at South Kensington and Geological Museum in Jermyn Street. In particular the committee are asked to advise (a) as to the precise educational and other purposes which the collections can best serve in the national interests; (b) as to the lines on which the collections should be arranged and developed, and possibly modified, so as more effectively to fulfil these purposes; and (c) as to the special characteristics which should be possessed by the new buildings which it is hoped will shortly be erected on the South Kensington site to house these collections, so as to enable the latter to be classified and exhibited in the manner most fitted to accomplish the purposes they are intended to fulfil.”

I CORDIALLY welcome the suggestion in the leading article in NATURE of March 11 that the Natural History and other science museums should be placed under the Department of Scientific and Industrial Research. For this Department to take over the Natural History Museum, the Science Museum, the Museum of Practical Geology (and the Geological Survey), and Kew Gardens there need be no change in its constitution. No Royal Commission need be invoked, for the Department would be merely undertaking duties for which it was formed, these institutions being the depositories of most of the basal collections, the facts, upon which much of science is founded. The administration of all could be carried out under one scheme since the work of all is akin, and the men required to recruit their staffs are drawn from the same class of university men, having similar early training, with diverse specialisations later on.

This chapter outlines museums’ historical and contemporary approaches to science communication, detailing how they have used exhibits and public programming to balance their twinned missions of scientific research and public education. It describes the history of these institutions, and the various forms—natural history museum, science museum, and science center—they assumed in the twentieth century. It explains how and why approaches to exhibition changed, discussing the rise of hands-on, interactive, and immersive displays, and museums’ shifting attitudes toward the visitors in their halls. It also reviews longstanding and current challenges museums face as they strive to communicate with diverse audiences about scientific process, practice, and discoveries.

Science museums are well known as informal science learning institutes. Most science museums employ docents to offer guided tours to school groups; thus, docents play a crucial role in science learning in the science museum context. According to social identity theory, in a specific social situation, people self-categorize (identify their own roles) and then adapt their behavior when interacting with others. In science museums, the identity of a docent includes personal science epistemology, because the docent role is to provide introductory science information to visitors. The docent selects information that he or she thinks is notable in science (a person’s thinking for knowledge) and presents the information in an appropriate manner (a person’s thinking for knowing). The beliefs and theories that people acquire regarding scientific knowledge and knowing constitute personal science epistemology. This study focused on 2 docents who adopted distinct personal science epistemologies for preparing an educational program at a natural history museum in Taiwan to determine how distinct epistemologies affect pedagogical practice. Data were collected multi-recourse during preparation and test teaching. Both docents prepared similar knowledge content and archaeological specimens for use in teaching, but they designed completely distinct learning activities.