Institutional history of an interactive science center: The founding and development of the Exploratorium

Abstract

This study examines the historical conditions that fostered significant reform in science education. To understand these conditions, we employ a framework drawn from the new institutionalism in organization theory to study the founding and early development of the Exploratorium-a prominent science center that greatly impacted the field of science education. We examine how the Exploratorium employed institutional resources that were available in its environment to develop a new type of organization: an interactive science center. Our findings reveal that the Exploratorium was shaped by the state, which includes all levels of government; the mass media; and the professions, including science, education, and museums. In addition, we explore the pivotal role an individual, Frank Oppenheimer, played in leveraging the institutional environment in which an organization was developing. Our findings suggest that (a) reform in science education may be more profoundly advanced by the development of a new type of organization than by "tinkering" with an existing type of organization such as schools, and (b) that interactive science centers should exercise caution in navigating the changing seas of science education by maintaining their core mission and collaborating with new types of organizations that arise in response to the changing environment.

Examining the complexities of school-museum partnerships

“…According to Rudolph (2002), many school districts had adopted at least one of the NSF-funded curricula by the late seventies, but the programs were not able to be sustained long term. Ogawa et al (2009) explain that this is due to the historical roots that characterize schools as a ''factory model'' structure, which is often unable to support sustainable reform. The Exploratorium, on the other hand, was created specifically to innovate and teach science using reformminded approaches.…”

“…Ogawa et al (2009) write that ''the Exploratorium was in the business of influencing schools and clearly isolated itself from being influenced by schools in any way but utilizing the structure of ''class field-trip'' to get people in the front doors'' (p. 282). Yet, over time, the Exploratorium and countless other science centers in the U.S. have had to modify and reinvent themselves not just as innovators but also as supporters to school curriculum.…”

“…Interactive science centers emerged in the midtwentieth century in response to a complex set of circumstances and primarily to inspire the public to experience and appreciate natural phenomena. Ogawa et al (2009) trace the founding and implementation of the Exploratorium in San Francisco, California, a handson science center. Using a theoretical lens of institutional theory, they describe the various factors that led Frank Oppenheimer to start one of the first three interactive science centers in the North American continent.…”

Media Literacy as a Key Strategy toward Improving Public Acceptance of Climate Change Science

“…Informal science education organizations have acknowledged their own slow response in addressing controversial scientific topics (Koster 2006, Semper 2007. Public displays at science centers often fail to describe emergent social and ethical issues associated with science issues such as climate change and genetically modified foods (Bradburne 1998), and neglecting to do so may be counter to their structure, mission, and approach to science education (Ogawa et al 2009). Thus, the primary approach to science education has been a PUS model under which scientists and science educators fill the information deficit of the public and emphasize the "unlearning" of misconceptions (e.g., Fraknoi 2005).…”

Entwickelnder Transfer fachdidaktischer Outreach‐Projekte

“…Interaktive Science Center laden Jedermann ein, sich mit Inhalten aus dem MINT‐Bereich aktiv auseinanderzusetzen. In den vergangenen Jahrzehnten sind sie vielerorts installiert worden, um den gewandelten Ansprüchen einer Gesellschaft zu begegnen, die naturwissenschaftliche Fähigkeiten als Ressource (wieder‐)entdeckt hat .…”