Our science engagement reflection tool

Science engagement is at the heart of what we do in our museums, and science capital provides us with a research based insight which builds on our understanding of what influences and shapes people’s engagement and attitudes towards science.

Every single moment in our museums is an opportunity to engage and shape visitors’ attitudes towards science – from the website, the front desk, the cafés and galleries. What the science capital research has done, is brought into focus the opportunities that we all have for further development and refinement of our practice to be as welcoming and open for as wide an audience as possible.

Reflective practice

As science communicators and cultural practitioners we instinctively recognised the best practice that the science capital principles encourage.  As such, we see that reflective practice is the central principle for us to apply science capital to our work to help us to critically think about our visitors’ experience with us, from the environment that we invite our visitors into, to the feelings and emotions they will take from our experiences.

So, to support and empower all our staff to do this, we wanted to create something that could be used everyday and would speak to the broad range of work that we do in our museums. Following trials of a few ideas based on the source research, we created a set of  9 reflection points which have been informed by the 8 dimensions of science capital and wider science engagement best practice. They are also founded on the approach, values and opportunities that we offer and can easily apply to our day to day work.

We are piloting these reflection points with different teams and feedback so far has been really positive, with staff reporting that they feel inspired and motivated to critically reflect on their everyday practice.  We will be sharing examples of how we have been using these refection points in our everyday work in future posts.

Science engagement reflection points


Language (verbal and visual) –The verbal and visual language that we use in our everyday interactions and communication.

  • Make everyone feel included and that the science belongs to them. Don’t distance it or make it feel like the ‘possession’ of others (of the presenter or scientist)
  • Use personal pronouns – you, we, your, our etc. and use gender neutral visual and verbal language and messages.
  • Explain any museum ‘jargon’. Not all visitors will understand our common terminology such as ‘interactive, objects, labels etc.’

Science content knowledge How we value and build on people’s existing STEM content knowledge and experiences

  • New information should feel like a natural extension/stretch of what people already know.
  • Value and build on people’s existing STEM knowledge and experiences, at an appropriate level.
  • Where possible, communicate what science is and how it works. It is not just about knowledge; it is a way of thinking and exploring the world around us.

Skills – Helping visitors to recognise that they have and use science skills and how they are transferable to other parts of their life.

  • Tell people what science skills they are using in the activities/ experiences and help them to recognize that they have these skills.
  • Give examples of where and how these skills are used in daily life and show how those science skills are useful in their interests, work and are useful for many jobs.

Use everyday examples – How we connect our science experiences to visitors diverse interests, values and everyday lives

  • Don’t make assumptions of what people’s interests and experiences are. Everyone is different (and not the same as you). Where possible ask what visitors care about and help them to connect to that.
  • Show examples of where and how science has useful applications in our everyday lives and can help solve real life issues.
  • Reference things visitors might know about and can easily link and connect to make the experience more relevant and meaningful.

People – How we help visitors to recognise and relate to the people represented.

  • Widen perceptions of who does science –how science isn’t just for scientists. Show diverse examples of people who use science in their work to help visitors to recognise people they know who do science.
  • Reference how scientific progress is shaped by the users as well as ‘scientists’ and how science is not a solo pursuit but involves teams of people. Link historical scientists to contemporary people in similar fields.

Confidence and ownership – Helping everyone to feel welcome and confident to take part in our experiences and to feel that our museums are a place for them.

  • Make everyone feel welcome and confident to contribute in activities/ experiences.
  • Give everyone a role in the experience (both adults and children) and opportunities to share their knowledge and experiences together.
  • Invite them to follow their interests and give them choice and control in activities.

Promote ‘science’ talk – How we can get visitors talking and sharing their stories and opinions.

  • Provide questions to get people thinking and talking about the science they have experienced and to help make connections to their own lives.
  • Invite people to share their own stories/experiences and give ideas that will help generate conversation between families, peers, community – both in the museum, home or at school.

Extend the experience – How we extend the experience in and beyond our museums

  • Help people to continue making science connections in other places in the museum, and in their everyday lives (home, school etc.)
  • Make the experience last longer by giving people simple ideas and activities to do after they leave the museum (e.g. trying out a kitchen science experiment, things to notice on the way home or to school, questions to think about or to research further)

Positive reinforcement – Helping visitors to leave with the feeling ‘I can do that’, I am a sciencey person.

  • Build confidence by rewarding science knowledge, behaviour and skills. Tell people they are being scientific, thinking like an engineer etc.
  • Leave them with the feeling that ‘I can do that’ and ‘I want to find out or do more’.


Beth Hawkins, Learning Resources Manager (Science Museum Group)

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