Learning science in an alternative context: The effects on a selected group of young science educators

The Ontario Science Centre is a popular alternative learning environment for science and technology. Using semi-structured interviews, the research underpinning this paper investigates the experiences and effects of working as a Host or exhibit interpreter at the Science Centre. It examines how the Hosts benefit from the program in terms of their knowledge about and attitudes toward science and technology. What is distinctive about learning in this context, and its implications for science and technology education in schools, are discussed. The dominant aspects of learning for the respondents tended to be inspirational and attitudinal, as well as cognitive. The comments of the respondents indicate that in order to encourage learning in science and technology, science education needs to focus on more than a narrow concern with curriculum content.