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Au contraire, engaging in  'science' is an everyday thing.....a  
paraphrase of, in many ways,  Paulos' book 'Innumeracy,' wherein the  
argument is that it is a layperson's misconceptions about math are  
one of the things that keep them in a sort of self-imposed state of,  
'I don't do Math' because I don't understand Math.

I would also suggest reading about science can be every bit as  
appealing, intriguing, and fun as doing:  Reading about the history  
of the Manhattan project, reading about the elucidation of the double  
helix were all those things.  Is it the same?  No.  Does it provide  
me with a better understanding?  Sometimes.  Having the  
responsibility to help people reach some holy grail is way to much  
responsibility for me!

I think Robert put it well when he spoke about pedagogy being of over  
importance in the sense that pedagogy, in the sense he used it, comes  
from creating a framework that encompasses experience, not the other  
way around.

I use pedagogy to think about what I'm doing,  not to drive what I'm  
doing.

Again, an open-ended experience can be very intimidating to people  
who like rules and structure.  (Not me - I like to play!  But I have  
seen it over and over).

And hey, I'm not suggesting you are wrong, nor that I'm right - its  
kind of like the argument about whether or not Bernoulli does a  
better job of describing flight than a more simple action/reaction  
model - we forget they are both right, just different ways of  
describing a phenomena.  I'm suggesting that declarative statements  
such as open-ended exhibits are intrinsically more appealing to more  
people, and therefore, more effective, make me nervous.


	


On May 19, 2008, at 11:39 AM, Ed Sobey wrote:

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>
> Jeff-
>
> As Susan pointed out, I don't claim that an open-ended exhibit  
> appeals to
> all intelligences - just a lot more than a non-open ended one.
>
> The context is getting people to do science. Reading about science  
> is not
> the same - it doesn't have the appeal, the intrigue, or the fun.  
> Getting
> people to do science should be the holy grail. They can read about  
> science
> at home on their computers (without paying for parking, admissions,  
> getting
> dressed). What they can't do at home is engage in science. On the  
> exhibit
> floor that requires a gentle nudge, a fun opportunity, and stuff to  
> mess
> around with.
>
> I agree that museums don't do a good job of launching visitors into
> open-ended experiences. The most effective method (not the only  
> method) is
> human contact. One person on the floor can instigate creative  
> research by
> many dozens of visitors if done well. Not an explainer - that lead
> questioner.
>
> The pecunious reader will balk at the thought of putting someone on  
> the
> floor, but it can be done economically with some change in management
> strategy. And, the results justify the investment.
>
> Howard Gardner tells us that the best way for people to learn is to  
> engage
> in mentally challenging projects where they can use their favored
> intelligences. We know the best methods - why aren't museums  
> following them?
>
> Ed
>
> Ed Sobey, Ph.D.
> Global Evangelist for Creative Learning
> Northwest Invention Center
> (425) 861-8685
> www.invention-center.com
> www.kidsinvent.com
> www.asiainvents.com
>
>
>  PS - As my title evokes, I am trying to sway your opinion.
>
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