I find this concluding chapter to be one that is the most important of all the previous ones. In order to have full effectiveness of the ideas and concepts presented in the other chapters, the idea presented in Chapter 9 is integral. Children spend a good number of hours of their lives as students. In order for them to have an interest in science outside the classroom, it is important to have an integration of inside the classroom material and outside experiences. For students to be interested in what they learn formally, it is important to also have hands-on experiments, field trips, and museum visits that elaborate on what they learned in order for their interest to be piqued and maintained. Additionally, before engaging in informal settings, scientific knowledge and background need to be set up and explained so that the students can get the most out of their informal learning experience. Informal and formal science education are two sides of the same coin. As a result, both areas need to be prepared for and worked on by both the students and teachers so that both settings can  be equally enjoyable and  effective learning experiences. By incorporating ideas from the previous chapters and tying these two settings together, learning science can be a constant experience for each and every individual.

I find these four articles on science communication to be extremely interesting. I think it is integral for scientific ideas and concepts to be explained and communicated to the public in a comprehensive way. I liked the comparison of science communication to the science enterprise. I feel that through this comparison, scientists can better understand the importance of communicating science to the public in a way that is effective and understandable. I also liked the call to scientists to be citizens. As a citizen, one is encouraged to be a contributing factor to society. By scientists  doing the research and explaining it to the public in technical terms, they are not helping society in the most beneficial manner. Therefore, it is important for scientists to explain complicated science terms in a way that the general public can understand. And, then, these individuals are able to make more informed decisions on these scientific concepts that are relevant to their everyday life.

I really like the six component model discussed in Chapter 5.  I find that these 6 points are good ways to examine whether an exhibit will engage the visitor or not and whether it will pique his interest or not. Having these components in place ensure that the visitor will enjoy the exhibit and hopefully take something out of it. However, with these museum exhibits, it is difficult to maintain long term interest. A visitor may enjoy the exhibit, but once he leaves the museum, he may not do anything with his interest. The only way to really maintain this interest is by having a long term project. In this manner, the interest in itself is longer lasting and the “visitor” is more of a participant, which thereby creates in him an identity with the science.

I really enjoyed how the chapter broke down the course of science education throughout the life span. I found the points to be really on target and true in my own personal experiences. Many of the points they made were expressed in my Everyday Science paper. I noticed these differences of people’s attachments to science based on their various ages (school, occupation, etc.) I also found it interesting how across all ages, interacting with science is the way in which all people enjoy learning about science the most. No matter what age, just about every person prefers a hands-on experience than listening to a lecture.

I agree with the chapter that it is very important to include all groups of culture, religion, and ability in the informal science settings. I really enjoyed the ways in which the museum strived to include people of disabilities in the museum exhibits. It was also interesting how the museum tried to create museum exhibits that would attract different cultural communities to the museum. It was especially important to incorporate these themes and ideas as a new community was beginning to grow in the area.

This chapter reminded me of ideas from the reading on Jamaica Bay.  It discussed the conflict that sometimes arises between science and religion and how the conflict is reconciled. Here, the chapter emphasizes how sometimes it is the science side that is causing more of the issue. There, it showed how sometimes religion can interfere with the natural environment and discussed ways in which religions and cultures can benefit the environment, while still observing their rituals and customs. Here, the chapter points out that sometimes science is not so open and inviting to all cultures and religions. It was very interesting to see how the informal science settings are working on changing some of the exhibits and ways in which science is taught and learned in their settings in order to incorporate and engage various religions, cultural communities and people with disabilities.

It was interesting to read just how much religion, culture, and the natural environment interact with each other. At first glance, one may not think that there is such a strong connection. However, the report went through a number of religions/cultures and all seem to have at least one ritual or custom that involves the natural environment, primarily that of the water. It is important for people to be able to practice their religion freely and properly. However, this poses a challenge. Sometimes, the rituals can cause harm to the environment or to the organisms living in it. And, it’s difficult for environmentalists to deal with the issue, in a way that does not disrespect the community. As the report offered, there are many solutions and ways to deal with the conflict in a respectful and beneficial manner to both the members of the community and the animals which live in the area. I know that in my neighborhood, the park asks people not to feed the fish/geese. And so, when my family goes to do Tashlich, we say the prayers by the water, without throwing in pieces of bread (which is an added custom and not an integral part to the ritual). Additionally, I recall waking up early a few years back to recite Birchat HaChama, over the sun. It was a really beautiful and inspirational experience. I didn’t ever think of it in the lens of science, but this reading really made me think how so many of the customs I observe have a connection with the natural world. And, this realization gives me more of a reason, appreciation, and an importance to preserving and maintaining the natural world and environment that I live in and benefit from in a myriad of ways.

I really enjoyed the article on the “Brainbow.” I found it to be written in a very interesting, engaging, and thought provoking manner. After reading these two articles, I found it very strange that art  isn’t such a part of science education. If the two have such a strong connection to each other, then why isn’t art a constant participant in the way we learn about and understand science? But, maybe it is. When one mixes certain chemicals that combine to create a new color or one looks at the magnificence of a plant cell or DNA- is that not art in and of itself? Regardless, I think that art should play a stronger role in science education, whether formally or informally. This allows for the child or student that is more creatively inclined to also enjoy the more mathematical side that is very much present in science. Connection to art is much more open and abstract and so many have a connection to some aspect of art, be it dance, music, or paint. And, then, via this connection, they can then find themselves a connection to science. And, they can use their art connection to comprehend and express their scientific understanding. In grade 11, we used a math program to create “sine art”. The various graphs of different “sine” numbers in different colors created a beautiful display. And, in grade 9, we had to use algebraic equations and graph paper to create a picture (lines, parabolas, circles, etc.) In this manner, math became “fun” and even those who hated math found a connection and a manner in which they can enjoy certain aspects and concepts of math. In the same way, art can be applied to the various fields of science in a very important, participatory, and beneficial manner.