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I think this is a particularly interesting kind of question because it is
so seldom asked. I am convinced that "inspiring behaviour change" is
exactly the kind of way that informal science centre experiences balance
formal classroom learning. It is part of the whole neglected package of
"affective learning" (beliefs, values, attitudes, interest, self-confidence
etc), yet seldom evaluated because measuring "cognitive learning"
(knowledge and understanding) is so much easier and relates more directly
to classroom values.

Over the years I have seen many projects - whose real ultimate objective is
to influence people's ATTITUDES - unthinkingly assume that the only way to
achieve this is to improve their KNOWLEDGE.

It would be great to persuade people to boycott purchases of dried sharks'
jaws in tourist shops, or shark's-fin soup in restaurants, but there may be
problems persuading said shops and restaurants to help with evaluation
studies...

Maybe a more healthily positive approach would be to promote a specific
event, or book, or TV series. Meanwhile, you could monitor attendance,
sales or viewing statistics.

Changing the public's popular-lecture-attendance, or book-buying or
documentary-TV-viewing behaviour, for example, seem to me pretty useful,
measurable kinds of science education.

I once wrote:
"Give people facts and you feed their minds for an hour. Awaken curiosity
and they feed their own minds for a lifetime."


[log in to unmask] * http://www.interactives.co.uk
*
People forget what you said, people forget what you did,
but people will never forget how you made them feel.
*
Ian Russell

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