I am writing in my capacity as Director of the Center for Informal Learning and Schools at the Department of Education and Professional Studies at King's College London. This enquiry is very timely as the value of the work undertaken by the science centres in the UK is undervalued and appreciated.

  One of the current concerns of the many preoccupying government is the number of students choosing to pursue the study of science post-16. Recent research evidence (Lindahl, 2007; Tai, Qi Liu, Maltese, & Fan, 2006; The Royal Society, 2006) would suggest that the interest in the majority of students in science as a subject of study is generated before the age of 14. It is this age group which many of these science centres predominantly serve. The evidence from what is a relatively small amount of research suggests that what they afford is powerful experiences which are remembered for a considerable period of time (Stevenson, 1991). Evidence would suggest that the extra-curricular experiences offered by these institutions are one of the major factors that enhances student and motivation to pursue the study of science (Woolnough, 1994).

  Whilst there is national science museum the focus of its work is predominantly on the collection and display of technological artefacts with only one gallery devoted to interactive displays. This is one of the most popular galleries in the Museum and demand exceeds the number of people it can accommodate. The fact that London, one of the few major capital cities that does not have at least one whole building dedicated to an interactive science centre compared to Paris (2,) Copenhagen, Helsinki, Brussels, Barcelona, to mention but a few, is a failure of our culture to value the role of science in society. In an era when more and more people are choosing to visit such sites for social and educational reasons, it is vital that such science centres exist and are easily accessible around the whole of the UK. The lack of government support for anything but the national museums means that this society is failing to offer young people cultural experience that introduces them to the wonders and fascination of exploring the material world.

REFERENCES

Lindahl, B (2007). A Longitudinal Study of Student's Attitudes Towards Science and Choice of Career. Paper presented at the 80th NARST International Conference New Orleans, Louisiana.

Stevenson, J (1991). The long term impact of interactive exhibits. International Journal of Science Education, 13(5), 520-532.

Tai, R H, Qi Liu, C, Maltese, A V, & Fan, X (2006). Planning Early for Careers in Science. Science, 312, 1143-1145.

The Royal Society. (2006). Taking A Leading Role. London: The Royal Society.

Woolnough, B (1994). Effective Science Teaching. Buckingham: Open University Press.

June 2007