Date: 20032003, Tuesday, 10.30am - 12.00 and Afternoon
Location: Techniquest Conference Room
Participants: Heather Frost
Fieldworkers: BS, BM
Fieldwork Description: Interviewing Heather Frost
Contextual Notes: Bruce interviewing, Bambo recording.
My Motives: Field notes written up on the basis of notes made during the interview. As we have audio recordings of the interview the notes are reflexive in tone.
Recording Devices: Mini-Disc recorder, Annotation of questions, Still camera
Research Strategies: Semi-structured interview questions.
1. Schools and education
When asked to define her job Heather says: "if it's not schools it's mine." She worked with schools whilst at @Bristol but soon realised that she would much rather work with the public.
Later on in the interview Heather seems reluctant to describe the exhibit floor as "educational". I think that this is because she associates the word "education" with "school."
2. On not feeling "Stupid"
Heather repeatedly points out that the visitor is not stupid and should not be made to feel stupid. She means this is two ways. Firstly, when she says that the visitors "are not stupid", she is conceptualising them as consumers. They "know what they want." Techniquest is competing with "video games and Disneyland." Secondly, she speaks with reference to the visitors understanding of science. She emphasises that the visitor should never be "put off" or "made to feel stupid" [about science].
3. Wow V non - intimidating
Heather talks a lot about the "wow" factor. She says that science in science centres is often presented as a series of "surprising" or "cool" things. However she also indicates that science should be accessible. Is this a contradiction?
4. Science centres as places of debate and discussion.
Heather would like Science centres to become arenas for debate and discussion. Heather talks about getting the user "empowered" and "engaged". She wants to "facilitate citizenship". Heather feels that there is not enough space for this within Techniquest at present, but would like to convert the hub to this kind of use.
5. Gender and use
Bruce asks Heather if some exhibits or shows appeal more to girls than boys. At first Heather says that gender doesn't make a difference until the age of puberty. However, she later concedes that there are some differences between the ways boys and girls use exhibits. Boys use exhibits on their own, whereas girls tend to "cluster" around exhibits. She points out that the difference is not in the science but in "the way that people use things".
6. Hands on Mind
Heather talks about Richard Gregory's statement: "Hand on Minds on". She describes "hand on minds on" as "the single most important thing that we do". She also talks about the "classic triangle" of how much you remember. The basic principle is that the more "actively" engaged you are the more you remember. So, for instance, if you are told something you remember 10% but if you physically do it you remember 70%. Richard Gregory was one of the founders of the science centre "movement". He set up the exploratory in Bristol.
Is "Hands on minds on" - a philosophy of Techniquest (perhaps taught on the Master of Science course) or something that Heather picked up during her time at @Bristol? Heather's relationship to Science Centre phenomena seems much more studied than that of some of the older members of Staff. Heath, for instance, presents himself as having developed most of his ideas through trial and error whilst on the job. By contrast, Heather took an academic course in Science communication (albeit based in a science centre). Does she belong to a new "professional" set of science centre workers?
One of the things that I find interesting about "Hands on minds on" is that it sets up a relationship between physical interaction and mental interaction. I make a note to question Heather about this at the end.
7. Techniquest as a resource (or user of resources)
Heather talks about the resources available to Techniquest, many of which are not available in schools. I wonder whether she thinks that with this privilege comes responsibility. I.E does TQ have a social responsibility towards the local schools and communities?