Jo Quinton-Tulloch, director, National Media Museum
“Science and technology underpin almost every aspect of our lives, sometimes in very obvious ways, but often in ways that go unnoticed.
“By looking for the science, technology, engineering and mathematics (Stem) in the collections, museums can open up new funding streams, new partnerships, and also a new set of narratives.
“The Stem agenda is about offering rich interpretation and experiences, appealing to new audiences and giving visitors a different understanding of their world – while hopefully inspiring the next generation of scientists and engineers.”
Natalie Ireland, head of learning and public programming, Mosi, Manchester
“We weave Stem through all of our work – from the engineering in our historic working machinery to the discovery of graphene in our exhibition Wonder Materials.
“Our young visitors love to make – and do – experiments. Museums provide a powerful opportunity to draw out stories of the scientists, discoveries and inventions of the past, and connect visitors with the innovators of today.
“For those new to Stem, try to see your collection and programme through a “Stem lens” for a different perspective, and experiment with stories and links to science and innovation.”
Janice Lane, director of learning, exhibitions & digital media, Amgueddfa Cymru
“Given our extensive natural sciences collection, Stem is an important area of our overall learning programme.
“We have used funding from the National Science Academy to work with teachers and Stem specialists to produce new learning resources, including Maths in Museums. We host an annual conference with the Association for Science Education Cymru, which looks at how museum collections can inspire the teaching of Stem.
“We continually work with the educational sector to support Stem learning and are looking at professional development programmes for teachers.”
Sarah Cowie, learning officer (schools), National Museums Scotland
“Museums can draw in audiences that may not see science as something for them. On reaching secondary school, many children (particularly girls) have disengaged with science – that’s where museums can position themselves.
“By focusing many of our schools programmes on Stem, National Museums Scotland has accessed extra funding, received support from industries, allowed pupils to engage with objects and developed new activities that are making a difference to pupils’ choices and futures. The true benefits for museums lie within the real-world benefits to their audiences.”
“Science and technology underpin almost every aspect of our lives, sometimes in very obvious ways, but often in ways that go unnoticed.
“By looking for the science, technology, engineering and mathematics (Stem) in the collections, museums can open up new funding streams, new partnerships, and also a new set of narratives.
“The Stem agenda is about offering rich interpretation and experiences, appealing to new audiences and giving visitors a different understanding of their world – while hopefully inspiring the next generation of scientists and engineers.”
Natalie Ireland, head of learning and public programming, Mosi, Manchester
“We weave Stem through all of our work – from the engineering in our historic working machinery to the discovery of graphene in our exhibition Wonder Materials.
“Our young visitors love to make – and do – experiments. Museums provide a powerful opportunity to draw out stories of the scientists, discoveries and inventions of the past, and connect visitors with the innovators of today.
“For those new to Stem, try to see your collection and programme through a “Stem lens” for a different perspective, and experiment with stories and links to science and innovation.”
Janice Lane, director of learning, exhibitions & digital media, Amgueddfa Cymru
“Given our extensive natural sciences collection, Stem is an important area of our overall learning programme.
“We have used funding from the National Science Academy to work with teachers and Stem specialists to produce new learning resources, including Maths in Museums. We host an annual conference with the Association for Science Education Cymru, which looks at how museum collections can inspire the teaching of Stem.
“We continually work with the educational sector to support Stem learning and are looking at professional development programmes for teachers.”
Sarah Cowie, learning officer (schools), National Museums Scotland
“Museums can draw in audiences that may not see science as something for them. On reaching secondary school, many children (particularly girls) have disengaged with science – that’s where museums can position themselves.
“By focusing many of our schools programmes on Stem, National Museums Scotland has accessed extra funding, received support from industries, allowed pupils to engage with objects and developed new activities that are making a difference to pupils’ choices and futures. The true benefits for museums lie within the real-world benefits to their audiences.”
