NOVEMBER 2002 VOL. 62 NO. 3 - International Technology and ...

A New Model of TechnologyEducation for Science CentersThe new definitions of technologicalliteracy call for educational vehiclesthat integrate “what,” “how,” and“why” kinds of thinking.The Museum of Science, Boston, hasrecently expanded its focus to encompassa new model of “informal” technologylearning, mirroring theprocesses taking place in the “formal”education world. In a sense, technologyhas always been part of ourmission; understanding science alsoLarry BellDavid Rabkininvolves consideration of its application.But, like the formal educationcommunity, we at the Museum havereconsidered our goals and methods,developing new “standards”—reflectiveof ITEA’s Standards for TechnologicalLiteracy: Content for the Study ofTechnology but reinterpreted for themuseum environment. The result is anew “curriculum” that encompassesexhibits and programs at the Museum,programs and activities we conduct inschools and other locations, andInternet-based activities.While the most extensive technologyeducation in the past hasoccurred in secondary schools and collegelevel engineering programs, thenew vision for schools includes technologyeducation at all grade levels. InMay of 2001, the Commonwealth ofMassachusetts Department ofEducation added a Technology/Engineering strand to its 1995 ScienceCurriculum Framework, recognizingthe need and the capacity for technologyeducation to begin even in prekindergarteneducation.Even with technology educationspanning grades K-12, the new effortsin formal education are not enough toaddress fully the nation’s need for technologicalliteracy. Dr. A. ThomasYoung, Chairman of the Committeeon Technological Literacy of theNational Academy of Engineering(NAE), stated in his keynote addressto ITEA in March 2002, that 150 millionAmericans who need to knowmore about technology are not likelyto be reached through formal educationalactivities. Indeed, TechnicallySpeaking, the NAE report issued earlierthis year, calls specifically on museumsand science centers to contribute tothis newly defined educational need.Science Centers and Schoolsare DifferentAs science centers develop ways tocomplement and support reformefforts in formal education, it isimportant to recognize that simplyapplying the detailed learning objectivesdeveloped for schools will notcreate successful informal learningexperiences. About 250,000 of theMuseum of Science’s approximately1.7 million visitors per year are studentsin organized school groups.The largest part of our audience iscomprised of children and adultsvisiting together in family groups andadults visiting without children. TheMuseum’s audience is heterogeneous ina variety of ways. Visitors are alldifferent ages, from toddlers togreat-grandparents. They comewith a wide range of past experience,knowledge, and ability.The learning environment is differentin other ways. Participantscome during recreational time andexpect fun learning experiences. Theenvironment is chaotic, and thelearning process is non-linear, as visitorschart their own course through awide variety of experiences in no predictableorder. The primary focus is onexperiences that may lead to insightrather than on learning concepts.The challenge for science centersthen, is to provide experiences that26THE TECHNOLOGY TEACHER • November 2002