ECSITE – EUROPEAN NETWORK OF SCIENCE CENTRES AND MUSEUMS
that it can be used in situ, which is very convenient when visitors are being surveyed or interviewed immediately post-visit. Tab- lets and smart phones can be used to fill in the questionnaires, and results can then be sent directly to the evaluator’s email. If you’d like to check case stud- ies similar to yours, the series of 27 evaluations previously carried out can be viewed online and downloaded. The content of the Toolkit sections has been adapted to each individual case to make it more accurate and also to ensure it better addresses its target.
What do the results show? An analysis of the existing 27 case studies has shown a remarkable “social- ising” effect of SCIP on visitors of science centres or museums, science events, or cities of scientific culture. Thus, when
visiting a science centre or science event: l Visitors contribute to the “normalisation” of science, as visits to science centres or events become part of the leisure and
cultural time of families or groups. l Ties within families and groups of friends are strengthened.
The main contributions of the research are related to the study of SCIP’s impact
on a local or city dimension. l All actors involved consider that local policies promoting science culture already play – or are going to play – an important role in the economic development and
visibility of the city. l Citizens perceive science centres, museums and events as significant symbols of their town, especially in those regarded as scientifically cultured. Moreover, results have confirmed that:
l SCIP have a cognitive impact on adults and children (that is, the positive learning effects that they induce).
88 Attractions Handbook 2014-2015
Visitor at Cité de l’Espace (Toulouse, France)
FURTHER INFORMATION
PLACES:
www.openplaces.eu Toolkit:
www.occ.upf.edu/places Ecsite:
www.ecsite.eu Science Communication Observatory’s blog: http://comunicacioncientifica.
wordpress.com
l SCIP boost intellectual curiosity, increase self-esteem when talking about science issues and enhance scientific vocations.
Regarding the issue of education, a
stakeholder involved in one of the case studies stated: “There has to be strong engagement at that early, formative stage. We need to promote a culture of engage- ment with science from the earliest possi- ble opportunity” (1). In another, a research- er said that school visits to museums “are one of the most important tasks that these centres can accomplish” (2). A teacher involved in a science event stated: “it enhances the feeling of responsibility and democratic citizenship of students inside and outside the classroom“ (3). The study also showed that there’s a strong impact on actors involved in SCIP (scientists, teachers, business people, jour- nalists, politicians, centre staff). Such ac- tivities stimulate networking among actors, promote the creation of new projects, facilitate access to new financial resources, help understanding of audience’s needs and improve professional skills. A researcher participating in a semi-structured interview stated that science events are a great experience “to learn about the work of my university colleagues and from other institutions” (4), while a media person said: “prejudices and over-expectations towards science can only be changed if science does not stay isolated in laboratories and institutes” (5).
Any recommendations? As part of the PLACES project, a set of recommendations has been compiled and can be found online. Its aim is to contribute to the planning, implementation and evaluation of future SCIP
. Advice is organised into sections: objectives, targets,
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