Science Exhibitions Can Explain Complex Phenomena

This is the second post in my series of posts about science centers. Read the first one about science centers and interactivity here.

Glasgow science centre*

Glasgow science centre*

In the upcoming Finnish K-12 curriculum, set to launch August 2016, project-based learning (or phenomenon-based learning) is going to have more emphasis than it has in the current curriculum.

Project-based learning is often juxtaposed with “traditional” learning consisting of subjects such as mathematics, geography, foreign languages, etc. In project-based learning, instead of absorbing chunks from isolated subject silos, the students address larger real world problems. Solving such problems calls for interdisciplinary knowledge and skills.

My educated guess is that project-based learning will not take over the entire K-12 education. Most lessons will remain subject-specific. Subject is a great common demoninator for grouping certain kinds of things together. School subjects were not invented by accident, they actually make sense!

However, trying to understand complex phenomena is great for enriching the knowledge learned via individual subjects. Working on large problems is great for applying the knowledge, refining it into a set of skills. This is the case for project-based learning.

Organizing project-based learning at school is not trivial. It calls for flexible learning materials, co-operation among teachers, and new ways of assessment, among other things. Could science centers and exhibitions help in this?

Like art museums, science centers often have temporary exhibitions to complement permanent ones. A temporary exhibition addresses a certain theme and is typically open for a couple of months or even years.

Having a quick look at some of worlds most visited science centers, I can find for example the following temporary exhibitions:

Without going into details of the above exhibitions, it is relatively easy to think of them as starting points for learning projects. They address large and multi-level phenomena; you can approach for example cats, dogs and other animals from several angles, putting knowledge from many disciplines and subjects to use.

Taking the class to a science center can spark project-based learning. As it will be more relevant in the new curriculum, maybe science centers and the government’s education officials could even work together in planning exhibitions?

* Flickr image CC credits: Graeme Maclean


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