Within These Four Walls: televisualizing museum spaces of science, 1950-1971.

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

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 …

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...

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.

In the science museum industry, exhibits related to virtual reality(VR) technology have grown rapidly in number. Demonstrating and using virtual reality technology in exhibits is becoming a new hotspot in science museums. However, most of these exhibits are non-interactive or only allow one person to interact with virtual environment. Few exhibits could realize multiplayer real-time interaction.Taking the exhibit of Virtual Experience on an Aircraft Carrier in China Science and Technology Museum as an example, this paper elaborates the design of a multiplayer interactive exhibit based on VR technology, including the game content and interactive ways of the exhibit, the software system architecture, the function of software system modules, software development tools, the hardware system and the equipment required. Through this, the paper is aimed to provide useful ideas for such multiplayer interactive exhibits based on virtual reality technology, which may make exhibitions in science museums more interesting and improve their science popularization effects.

How has chemistry been presented at the Science Museum, London, during the 20 th century? After an overview of the history of the Science Muse- um and its chemistry galleries, four galleries are considered in depth (1906, 1926, 1977, and 1999). The importance of the curators' external constituency of chemists and chemical educators is emphasized. The image of chemistry at the Science Museum has concentrated on the general utility of chemistry and chemistry as a skilful craft. The presentation has been low-key rather than boosterist. A comparison is made with the chemistry galleries at the Deutsches Museum. Chemistry in the Deutsches Museum has put more emphasis on hands-on exhibits and the chemical industry. Science and technology museums have promoted chemistry in a quiet but successful way for many years, but their influence may have waned along with chemistry kits.

TECHNOLOGY MUSEUMS IN THE UNITED KINGDOM ALEXANDER HAYWARD A wide range of museums and related organizations preserve and present Britain’s technological heritage. It is not possible here to men­ tion all of them, let alone to give each the attention it might merit. Instead, I will examine in some detail those undertakings that illus­ trate various approaches to museum provision and operation. The largest museum in Britain concerned with technological mate­ rial is the National Museum of Science and Industry, consisting of the Science Museum in London and its outstations: the National Mu­ seum of Photography, Film, and Television in Bradford and the Na­ tional Railway Museum in York. The Science Museum was founded in 1857, and because of its long history has been able to amass large collections relating to power technology, transport, communications, and manufacturing, all of which combine to serve as a prime taxo­ nomic record of industrialization in the United Kingdom.1 Recent collecting has concentrated on significant post-1960 material. To­ gether with gallery updates and redisplays, new permanent galleries, and “Technology Futures” exhibits, this is improving the representa­ tion of modern science, technology, and medicine throughout the museum. The National Museum of Science and Industry is classified as a “national” museum. Such museums by definition receive the bulk of their funding from central government and hold collections of na­ tional and international significance. Scotland, Wales, and Northern Ireland, unlike England, have museums of their “national” cultures: the National Museums of Scotland in Edinburgh, the National Mu­ seum of Wales in Cardiff, and the Ulster Museum in Belfast. They do not specialize in the areas of science, technology, and medicine on the same scale as the National Museum of Science and Industry but do consider them as part of the whole range of subjects that constitute Mr. Hayward is external affairs coordinator for the Science Museum. He is cur­ rently researching the British airplane engine industry during World War I. 'For an overview of the history of the National Museum of Science and Industry and its key exhibits, see N. Cossons, ed., Making of the Modem World (London, 1992).© 1996 by the Society for the History of Technology. All rights reserved. 0040-165X/96/3701-0006$01.00 138 Technology Museums in the United Kingdom 139 natural and human history. In addition, the national museums in Scotland and Wales incorporate smaller museums that focus on vari­ ous aspects of technology, such as the Museum of Flight at North Berwick, and the Welsh Industrial and Maritime Museum in Cardiff. In Northern Ireland, the Ulster Folk and Transport Museum at Holywood is concerned with the transport heritage of the province. England does have other “national” museums whose collections relate to the history of technology. These include the Victoria and Albert Museum, the Imperial War Museum, and the National Mari­ time Museum in London, and the Royal Armouries Museum in Leeds. Their holdings reflect some of the variety of applications of technology and present it within interestingly different contexts such as art and design, and military and economic history. There are many other museums organized on a regional or local basis that complement the national collections of science and technol­ ogy. The funding of all these museums is quite involved. Those funded by local government tend to be long established, generalist in approach (although sometimes with branch museums of technol­ ogy), and based in towns or cities. The majority of recently established museums focus on a particular site or subject area and are often constituted as independent educational charitable trusts. These aim to generate as much of their own income as possible. The best have adopted innovative and entrepreneurial methods of operation that have helped enliven the museum scene generally. Nonetheless, these independent museums are frequently supported to a considerable extent by local and central government grant aid. Major technology collections are located in historic manufacturing centers such as Manchester, Newcastle, Birmingham, Bristol, Glas­ gow, and Leeds. The Museum of Science and Industry in Manchester had its origins in the late 1960s, when objects demonstrating the industrial history of northwest England were assembled in a museum on the campus of the University of Manchester Institute of Science...

In recent years, the virtual reality technique has been gradually introduced into the education field. Wherein, the virtual science and technology museum which is constructed by using the virtual reality technique has been recognized; its appearance not only gives full play to the technical features of virtual reality technique but also becomes the perfect complement and extension for the physical science and technology museum; meanwhile, it promotes the development of the science and technology museum and the whole science popularization. This paper briefly analyzes the appearance background and the conceptual contents involved in the virtual science and technology museum; and it points out the demand of the virtual science and technology museum for the popular science education and the majority of teenagers. It analyzes the characteristics and advantages in different virtual reality techniques; combines with school environment and curriculum contents and uses the desktop virtual reality; and takes the framework and content of developing a desktop virtual astronomical museum for example to further illustrate the significance of constructing the virtual science and technology museum.

Sentiment analysis has gradually become an important content of natural language processing (NLP), and plays an increasingly important role in the fields of system recommendation, user emotion information acquisition, and public opinion reference for governments and enterprises. In the period of comprehensive well-off, the leisure consciousness of Chinese residents has been significantly improved, the income growth has brought about the release of leisure consumption potential, and the time guarantee for leisure has been further enhanced. As the urban public cultural space, the modern Science and Technology Museum bears the diversified spatial functions of knowledge production, cultural empowerment and public welfare. An appropriate range of commercial service supply is an important part of the public policy supply of the Science and Technology Museum. It is very important to understand the emotional tendency of the public for the commercial service of the Science and Technology Museum. Roberta adds a dynamic mask mechanism on the basis of the model Bert, taking a larger amount of pre training data and a larger batch size. This paper introduces a multi-channel mask mechanism on the basis of the Roberta model, and increases the mask ratio, so that the model can learn more levels of emotional information, and the effect on text sentiment analysis is better. Therefore, taking Shanghai Science and Technology Museum as an example, the Roberta model is used to extract and interpret the public perception data of the public comment network, and study the value perception and emotional tendency of the public to the commercial services of the Science and Technology Museum, so as to better guide the Science and Technology Museum to improve the service quality level.

This study adopts Kano Model to explore the relevance of the National Science and Technology Museum, its quality and tourists' satisfaction. Adopt IPA model to appear the result, which was be analyzed. The data is processed by various statistical methods in the hope of improving the tourism of the National Science and Technology Museum. In addition, the study focuses on equipment, space, information and landscape of National Science and Technology Museum. In conclusion, based on the date from the survey, this study raise the tourist satisfaction, adopt advises, and improve the data for the NSTM.

With the advent of the new era of knowledge economy, the development of Science and Technology Museums in China has entered a period of rapid development. However, the one-way and outdated display methods of the existing Science and Technology Museums are difficult to give young people a good tour experience and learning experience. And many intelligent methods are changing and leading the future development of Science and Technology Museums, such as AR technology. This article draws the conclusion that AR technology has a positive impact on the knowledge learning experience of Science and Technology Museums through the method of comparative experiments. At the same time, it provides constructive suggestions for young people in the knowledge learning experience of Science and Technology Museums and the development direction of future Science and Technology Museums.KeywordsScience and Technology MuseumsAR technologyKnowledge learning experience

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

As an important part of cultural architecture, the Science and Technology Museum bears the needs of the public for viewing exhibitions, exchanges, gatherings, entertainment and other behaviors. It is a space for children to conduct culture, science education and activities, and is an important place for children to learn, play, and rest. . The Science and Technology Museum should give full play to the unique advantages of educational resources, highlight the characteristics of science and technology, and fulfill the responsibility and mission of social education, especially children's education. This article starts with the concept of "child-friendly", through the analysis of children's psychological and behavioral characteristics, proposes the design principles of child-friendly science and technology museums in terms of traffic design, environmental capacity, and architectural design, and evaluates the Macau Science and Technology Museum.