Introduction

Cultivation of science should include knowledge of science as well as capacity to recognize the misuse of science. We live in exciting times, for it is the century of science and technology. Informal science learning environments (e.g., science museums, zoos and outdoor settings; youth programmes; science media) could be utilized to maximize this end. Informal science learning can take place in many environments, e.g., natural history parks, geological sites, zoos, botanical gardens, industry, science museums and nature centres. Informal science learning through field trips will include the following features: Voluntary, Unstructured, Unsequenced, Nonassessed, Unevaluated, Open-ended, Learner-led, Learner-centered, Out-of-school context, Non-curriculum-based, Many unintended outcomes, Less directly measurable outcomes, and Social intercourse. (Based on Wellington, 1991, p. 365) Some of the provisions which are related to the spread of science through science museums and science centres and other informal agencies in the S&T Policy of the Government of India published in 2003 are as follows : To ensure that the message of science reaches every citizen of India, man and woman, young and old, so that we advance scientific temper, emerge as a progressive and enlightened society, and make it possible for all our people to participate fully in the development of science and technology and its application for human welfare. Indeed, science and technology will be fully integrated with all spheres of national activity; To promote the empowerment of women in all science and technology activities and Public awareness of science & technology constitutes an important part of the latest S&T Policy (2003) of the Government of India. There is growing need to enhance public awareness of the importance of science and technology in everyday life, and the directions where science and technology is taking us. Programmes will also be developed to promote learning and dissemination of science through the various national languages, to enable effective science communication at all levels. In general the activities of science museums and science centres have been identified as an area for promoting public awareness of science & technology and the Government of India has given a special thrust in this area. To achieve the objectives of spread of science among the masses including school children, the role of science museums or centres facilitating interaction with science and technology becomes vital. These museums or centres are characterized as non-formal or informal science education institutions. The Science Centre activities can present the thrill of science to the students starting from the school level and therefore, supplement formal school education by its doing science approach. The policies of the Government of India related to Science & Technology Museums and Centres received a thrust when a task force constituted by the Planning Commission of the Government of India recommended fast growth in infrastructure and activities of science museums. Riding on these recommendations, the present infrastructure of about 40 science museums and science centres has been created. The task force saw immense potential of the science museums for creation of science awareness and a scientific temper among the people at large and made several recommendations. The centre at Mumbai was started with a pioneering approach towards science education through fun and enjoyment by way of creating an outdoor Science Park. For the first time, science learning was to take place outside the four walls. Nehru Science Centre, first conceived as a Science & Technology Museum in late sixties, took final shape as India's largest interactive science centre in 1977 to match the world trends in such public institutions. The full-fledged science centre was finally opened to public on November 11,1985. National Council of Science Museums (NCSM), the parent body of Nehru Science Centre, Mumbai, with its 29 Science Centres / Museums all over the country, has the best infrastructure and skilled manpower to conceptualize, design, develop and organize high quality science exhibits and other related educational programmes and activities. Nehru Science Centre, among the four National level Science Museums in NCSM, working as the Western Zone Headquarters with five science centres in Nagpur, Calicut, Bhopal, Dharampur and Goa under its umbrella caters to the people in the western part of India. The centre attempts to enhance public understanding of science and spread scientific literacy. The scientific literacy development or enhancing public understanding of science programmes of every nation necessarily is an attempt to bridge the gap between the knowledge of common people and the creation of new knowledge in science and technology. The objective of the science centre is thus to create awareness and knowledge of scientific habits, adoption of method of science in day-to-day activities and development of scientific attitudes/ temper to improve quality of lives of people. Recently National Council of Science Museums (NSCM) has felt the need for impact assessment of Indian Science Museum/Centre activities. Preparations are on in some of the Science Centres. The researcher undertook the impact study of NSC, Mumbai in 2005 as a part of her PhD programme in order to understand the impact of science centre in spreading science among the common people which in turn will help in reshaping the science centre movement in the country in terms of processes and priorities.

The Problem, Methodological Issues and Plan of the Study

On the basis of discussion in the introductory chapter the investigator perceived Nehru Science Centre (NSC), Mumbai as a unique instance of Science Centre in India in order to know the impact of science centres in the spread of science. The NSC has the best infrastructure and skilled manpower to conceptualize, design, develop and organize high quality science exhibits and other related educational programmes and activities. The problem selected for the present study is Impact of Science Centres in the Spread of Science : A case Study of Nehru Science Centre, Mumbai.

 The following research questions were formulated in order to carry out the proposed study: 1. How did NSC unfold to the present state ? 2. What is the present organizational structure of NSC ? 3. What are the key activities carried out by NSC for the masses ? 4. What are the activities carried out for the school children ? 5. What is the impact of these activities on the people ?

The investigator adopted incidental sampling method for selection of samples for getting holistic information about NSC and information about randomly selected specific galleries so that maximum variations in the information can be captured .

The investigator planned to carry out a pilot survey of NSC, Mumbai before finalizing tools and collection of data for the present study. The investigator also planned to record preliminary data in the diary by informal observation of its facilities and ongoing programmes. On the basis of preliminary data and study of collected literatures during pilot survey, the investigator planned to identify aspects of NSC to be studied from different sources in order to seek answers to the research questions formulated for the study. Visitors formed the target group of the NSC. They were the most important source of information in order to know the impact of science centre on the spread of science. It was planned to obtain their responses/opinions by administering questionnaires/opinionnaires. It was decided to administer a questionnaire and an opinionnaire on the sample visitors. The questionnaire was intended to get general information about them, to know their reasons for visiting NSC, to know the kind of facilities and programmes observed by them, to know their liking for facilities and programmes etc. The opinionnaire was intended to get the extent of satisfaction with facilities holistically and overall impact of NSC. It was also planned to administer another four different questionnaires based on four randomly selected galleries to the small visitor samples at the gallery site. The investigator planned to analyze the data inductively. The general questionnaire was consisted of eleven questions. The another four questionnaires were based on four randomly selected galleries of NSC namely Sound and Hearing Gallery, Light and Sight Gallery, Evolution Gallery and Man and Machine Gallery. Each questionnaire was consisted of ten questions. Two separate structured open ended interviews were constructed, one for the Director of NSC and another for Curators of NSC. Nothing is specified about the visitors and their timing of visit during the visiting hour of NSC. For administration general questionnaires and opinionnaires 1000 visitors will be selected and for administration of four gallery based questionnaires 100 visitors will be selected at each of the gallery site. Finally responded general questionnaires from 600 visitors were available for analysis and 70 questionnaires each for Sound & Hearing Gallery, Light & Sight Gallery, and Man & Machine Gallery and 60 questionnaires for Evolution Gallery were available for analysis.

The Emergence and Development of Science Museums and Centres in India

In 1978, the National Council of Science Museums (NCSM) was created as an independent institution, which later became part of the Ministry of Education and Social Welfare. Twenty-five years after the creation of the Council, the movement for informal science teaching had acquired a solid background. In 1978, their priority was to expand the net of Science Centres and Museums. Now, the priority is to achieve better quality and more efficient communication. Spread and popularization of science through Science Museums took its root in India fifty years back when two Science Museums were opened for the public at Pilani, Rajasthan and New Delhi. Taking over 60 crore rural and tribal population into consideration, the effort of spreading science through science museums appears negligible. The Exploratorium, as a pathfinder, influenced many science museums in the world including the Indian science museums. In this context, it was decided that the new facility at Mumbai would be a science centre, the evolved version of science museums. Planning for the centre at Mumbai started in early seventies. After a rigorous groundwork, science centre was set up at Worli. While the first science centre was being built in Mumbai, the Planning Commission of the Government of India constituted a task force to asses the activities of the science museums functioning under CSIR and recommended the course of action to be taken for the growth, sustenance and adequate use of these institutions. The task force saw immense potential of the science museums for creation of science awareness and a scientific temper among the people at large and made several recommendations. The most important of them was that science museums would be developed in three levels - national, regional & district level supported by mobile science exhibition units. The NCSM leads the science museum and science centre movement in India and therefore most of the information presented will relate to the performance of NCSM. However, the policies followed by NCSM are more or less the same as done by other science museums and science centres outside the control of NCSM. Therefore, the NCSM truly represents the science museums and science centres of India at present. The new institutions that followed the science museums in Kolkata (BITM) and Bangalore (VITM) were designed on the basis of Science Centre approach. In India, where outdoor activities can be had during most part of the year, the science parks became instant hits with science centre visitors. During the early 90s, computer aided supplementary exhibits appeared in the Indian science centre scenario particularly in science centres of the NCSM. Science Centres developed in Australia, Israel, Turkey, Mauritius and Bangladesh procured exhibits from the NCSM, India for use in their own science centres. In addition to the permanent galleries, the NCSM, the Tamilnadu Science & Technology Centre in Chennai and the B.M. Birla science centre at Jaipur develops temporary exhibitions on various themes on science & technology having current relevance. Of late, exhibit designers from science centres outside the NCSM have started joining in such exchanges. A large number of programmes are conducted in each science centre throughout the year. Almost at the same time, the activity of Science Demonstration Lectures was introduced in BITM which was later taken to other science centres. Students participatory programmes like Science Fair and Students Science Seminar started growing in the 1970s and 80s. Since the beginning of the 21st century, the NCSM has been functioning with 28 operating science centres and science museums located in different parts of India. The remaining science centres for which work ? The National Council of Science Museums network, as the largest science museum/science Centre network in the world under a single administrative umbrella is leading science communication activities in the South Asian region and has its influence all over the world. The Development, Structure and Function of Nehru Science Centre, Mumbai Nehru Science Centre, first conceived as a science & technology museum in late sixties, took final shape as India's largest interactive science centre in 1977 to match the world trends in such public institutions. Nehru Science Centre, the largest science centre in the country has a sprawling 8 acres of Science park with varieties of plants, trees and shrubs. More than 50 hands-on and interactive science exhibits on energy, sound, kinematics, mechanics, transport, etc.are installed in the science park. National Council of Science Museums (NCSM), the parent body of Nehru Science Centre, Mumbai, with its 29 science centres / museums all over the country, has the best infrastructure and skilled manpower to conceptualize, design, develop and organize high quality science exhibits and other related educational programmes and activities. The Nehru Science Centre, Mumbai attempts to enhance public understanding of science and spread scientific literacy. The regional science centres are medium level science centres having a built up area of around 4000 sq.mtrs. Each regional science centre in its turn coordinates the activities of sub-regional science centres having a typical built up area of arounds 1200 sq.mtrs. Science Museums and science centres functioning in India outside the NCSM umbrella regularly use the CRTL facilities for training of their staff. A nominal admission fee is charged for visiting NSC from the people. Participation in groups is encouraged by charging lesser fees. The basic purpose of this is to encourage the visit of families and or communities together. Group visit of students from schools and institutions get even more concession so as to attract younger generation who are in active learning stage. NSC designs various programmes for students in particular without compromising interests of the common people. All programmes are meant to develop a scientific attitude and spirit of inquiry among the common people. The NSC aims at spreading the message of science in all people of the society. Preserving rich heritage of the country's composite culture is also its goal. Various progammes are designed to cultivate creative talents among the younger generation. A large number of facilities are available at NSC. The Centre has exhibition galleries on diverse themes. The galleries are Reception Hall, Sound and Hearing, Light and Sight, Bits and Pieces, Evolution, Man and Machine, Our Technology Heritage, Prakash, Hall of Light, Discovery, Children Science Park, Prehistoric Animal Life, Science Show etc. In addition to I am a Mother and Taramandal shows, Nehru Science Centre gives various science shows to students and teachers on request. Nehru Science Centre has recently opened its new film ,SOS planet, in 3D science show for its visitors. The Children's Science Park is another very important facility at NSC. It is full of interactive exhibits on principles of Energy, Mechanics, Perception, and Relics from the Past. Railway Engine, Tram Cars, Aircraft, Electric Power Generator in 8 acres green park with 200 species of plants and Picnic Area for school groups. The park offers perfect non-coercive and free choice learning environment away from boundaries of class room. A unique concept in itself, science park of NSC has become a trend setter giving birth to other science parks in India and abroad. The NSC also conducts various activities for students, teachers and the common people throughout the year. Some of these activities are Students' Science Seminar, Science Demonstration Lecture, Science Quiz and Science Drama Contest: The latest in the list of activities NSC has the Science Drama Contest and Science Film Festival. The science centre organizes courses for professional development of science teachers. Mobile Science Exhibitions are also organized for rural students. Popular Science Demonstration Lectures are organized for school groups on demand. A workshop is organized in collaboration with Bombay Association of Science Education (BASE) at the Centre every year. Avishkar - an Inter Collegiate Science Quiz: Nehru Science Centre jointly with the education institutions arranges every year science quiz for the junior college students. The library of the Nehru Science Centre comprises over 10,000 books on different disciplines of science, periodicals, magazines and over 300 science films. Members of the Science Centre are allowed free access to the library. Science centre offers membership to students, teachers, senior citizens, individual adults, families, institutions and Corporate Houses. Out of the 40 science museums and science centres currently operating in India, 34 receive major funding from the Central or State Governments. Nehru Science Centre joins hands with institutions, voluntary organizations and other like-minded organizations who believe in popularization of science and improving quality of science education in schools & colleges. Analysis and Interpretation of Data

Analysis and Interpretation of Visitors' Responses on General Questionnaire : Responses on general questionnaire were received from 600 visitors of the Nehru Science Centre (NSC), Mumbai. This questionnaire was administered on the visitors in order to get general information about them and their general perception about NSC programmes. Nearly one-third ( 186 out of 600 i.e.31 percent) of the total respondents were students. On the basis of their information about age, it was revealed that over two-third (67.7 percent) of the student visitors were school students. Nearly over one-third (32 .3 percent) of student visitors were from colleges, universities and other institutions of higher learning. Among the total student visitors 45.7 percent were female and 54.3 percent were male students. Among the total student visitors 45.7 percent were female and 54.3 percent were male students. Nearly four percent ( 23 out of 600 i.e. 3.8 percent) of the total respondents were school teachers who accompanied students to the Centre. Out of twenty three teachers sixteen (69.6 percent) teacher respondents were female. Nearly over half (52.3 percent) of the total respondents visited the NSC for acquiring knowledge, nearly one-third (29.7 percent) visited for entertainment and twenty percent visitors visited out of their interest in science. A large number of respondents provided more than one reasons for visiting the NSC. Nearly one-tenth (9.7 percent) of respondents visited the Centre for acquiring knowledge of science and entertainment both. A small proportion of respondents (3.5 percent) gave all the three reasons for visiting the Centre. A little over two-thirds (58.5-percent) of the total respondents were first time visitors to the NSC. Nearly one-fourth (31.2 percent) of the respondents visited the Centre twice. A very high proportion (86.3 percent) of the respondents mentioned that they would recommend others to visit the NSC. Only a very small proportion (3.2 percent) of the total respondents visited all the galleries. Nearly one-fifth (19.6 percent) of the respondents were not interested in visiting all galleries. In response to the three most liked about galleries, nearly two-thirds of the total respondents liked Science for Children (68.7 percent) and Children Science Park (64.7 percent). These two galleries were liked by very high proportion (93.5 percent) of respondents who were school students. Almost all respondents visited science shows. Out of 600 respondents only twenty one (4 percent) visited Cyberskool. Nehru Science Centre, Mumbai organizes various occasional programmes especially for school students like Science Seminar, Science Demonstration Lecture, Science Quiz Contest, Science Drama Contest, Astronomy Olympiad etc. No school student respondents ever participated in Science Demonstration Lecture, Science Drama Contest and Meet the Scientists programmes. Participation was very low (less than 2 percent of the school student respondents) in these programmes except Science Quiz Contest. If proportions of sample parent visitors and sample teacher visitors are included in common visitors, the proportion of common visitors also comes to over two-third of the total sample visitors. Analysis and Interpretation of Visitors' Responses on Opinionnaire : Nearly sixty (59.7) percent of the total visitor respondents were of the opinion that exhibits were educative to the extent of their satisfaction. A small proportion (5.7 percent) of these visitor respondents were of the opinion that exhibits at NSC were educative to the extent of low satisfaction. It appears that a very high proportion (93.3 percent) of the total visitor respondents found the exhibits at NSC educative either to the extent of great satisfaction or satisfaction. Nearly one-third (32.8 percent) of the total visitor respondents were satisfied with the statement to the great extent, nearly half (48.3 percent) of the visitor respondents agreed to the statement to the extent of their satisfaction. It appears that a high proportion (81.1 percent) of the visitor respondents found the exhibits interactive at least to their satisfaction but a significant proportion of the visitor respondents did not find the exhibits satisfactory. Nearly forty percent of the visitor respondents were of the opinion that the exhibits helped in understanding complex scientific principles to the extent of their satisfaction. Nearly one-third of the visitor respondents opined that the exhibits helped in understanding complex scientific principles to the extent of their low satisfaction. Nearly forty percent of the visitors were of the opinion that the NSC visit helps in learning new information and knowledge of science and technology to the extent of great satisfaction. Nearly fifty percent of the visitors were of the opinion that the NSC visit helps in creating interest in science and technology to the extent of their satisfaction. Nearly one-fourth of the visitor respondents were of the opinion that the NSC visit helps in creating interest in science and technology to the extent of low satisfaction. Surprisingly few visitor respondents were of the opinion that the NSC visit helps in creating interest in science and technology to the extent of no satisfaction at all. Although a high proportion of seventy percent of the visitor respondents were of the opinion that the NSC visit helps in creating interest in science and technology at least to the extent of their satisfaction, but a sizable proportion of nearly thirty percent of the visitor respondents were of the opinion that the NSC visit helps in creating interest in science and technology to the extent of low or no satisfaction at all. This and some other similar reasons may be responsible for the opinion of nearly thirty percent visitor respondents that the NSC visit creates interest in science and technology to the extent of low satisfaction or no satisfaction at all. About one-fifth of the visitor respondents were of the opinion that the NSC visit helps in understanding socially relevant issues of science and technology to the extent of great satisfaction. About fourteen percent of the visitor respondents were of the opinion that the NSC visit helps in understanding relevant social issues of science and technology to the extent of no satisfaction at all. About one-tenth of the visitor respondents were of the opinion that the NSC visit helps in understanding the misuse of science and technology to the extent of great satisfaction. About one-third of the visitor respondents were of the opinion that the NSC visit helps in understanding the misuse of science and technology to the extent of their satisfaction. Again about one-third of the visitor respondents were of the opinion that the NSC visit helps in understanding the misuse of science and technology to the extent of low satisfaction. About fifteen percent of the visitor respondents were of the opinion that the NSC visit helps in understanding the misuse of science and technology to the extent of no satisfaction at all. About half of the visitor respondents were of the opinion that the NSC helps in understanding modern day use of science and technology to the extent of their satisfaction. Nearly one-tenth of the visitor respondents were of the opinion that the NSC helps in understanding modern day use of science and technology to the extent of their low satisfaction. Nearly one-third of the visitor respondents were of the opinion that the NSC-visit helps in spreading science among the common people to the extent of their great satisfaction. Nearly half of the visitor respondents were of the opinion that the NSC visit helps in spreading science among the common people to the extent of their satisfaction. A sizable proportion of about sixteen percent of the visitor respondents were of the opinion that the NSC visit helps in spreading science among the common people to the extent of their low satisfaction.

Analysis and Interpretation of Visitors' Responses on Gallery Based Questionnaires

The different galleries in the main building of Nehru Science Centre are full of exciting, interactive and interesting exhibits on various topics. These exhibits also facilitate the common people to understand and appreciate principles of science through fun and pleasure. The investigator has tried to know the effectiveness of the following four randomly selected galleries in spread of science: 1. Sound and Hearing Gallery 2. Light and Sight Gallery 3. Evolution Gallery 4. Man and Machine In order to know the effectiveness of the above galleries four separate questionnaires were constructed. Each of the four questionnaires was administered on hundred visitors in the respective gallery with a request to drop in the collection box before leaving the site. Each questionnaire was consisted of nine incomplete sentences to be completed by responding any of the three responses. The response denoting the highest, average and lowest effectiveness of the gallery was given a weightage of 3, 2 and 1 score points respectively. The maximum points that could be obtained was 27 and minimum was 09. Out of hundred visitors, seventy seven dropped the questionnaires in the collection box. Four questionnaires were dropped without giving response and three were incomplete. Hence seventy questionnaires were available for analysis. In order to decide the effectiveness of these galleries on visitor respondents, the scores were classified into three groups as follows: 09-14 Less effective, 15-20 Effective, Above 21 very effective

1. Sound and Hearing : About one-third (34.3 percent) of the visitor respondents found the Sound and Hearing Gallery very effective, half (50 percent) of them found the gallery effective and nearly sixteen percent (15.7 percent) found the gallery less effective.

A very high proportion (84.3 percent) of the visitor respondents found the Sound and Hearing Gallery effective or very effective and thus may have similar impact on spread of science. Out of seventy visitor respondents, forty were female and thirty were male. Little above one-third (35 percent) of the female visitor respondents found the Sound and Hearing Gallery very effective, half (50 percent) of them found the gallery effective and nearly fifteen percent found the gallery less effective. Similarly one-third (33 percent) of the male female visitor respondents found the gallery very effective, half (50 percent) of them found the gallery effective and nearly seventeen percent found the gallery less effective. The trend is almost similar in both the cases. A very high proportion (83-85 percent) of the male and female visitor respondents found the gallery effective or very effective and thus may have similar impact on spread of science. There were many exhibits in the Sound and Hearing Gallery. It was revealed that Piano (17 percent), Virtual reality (23 percent) and Virtual harp (20 percent) were considered most effective exhibits by sixty percent of the visitor respondents. Rest thirty percent visitor respondents considered other seven exhibits as most effective. It appears that almost all the exhibits were considered effective by some of the respondents. It may be due to their interest inclination in different phenomena related to sound and hearing. The gallery spreads various scientific knowledge related to sound and hearing.

2. Light and Sight : The data reveal that 46.7 percent of the visitor respondents found the Light and Sight Gallery very effective, 51.6 percent of them found the gallery effective and 1.7 percent found the gallery less effective. Only a miniscule proportion of the visitor respondents found the gallery less effective. Almost all (98.3 percent) visitor respondents found the gallery effective or very effective and thus may have very high impact on the spread of scientific knowledge in the concerned area. Out of seventy visitor respondents, twenty were female and forty were male. In the Light and Sight Gallery the number of the female visitors who responded was higher than male visitor respondents. The above tables and diagrams reveal that forty percent of the female visitor respondents found the gallery very effective and sixty percent of them found the gallery effective. None of them found the gallery less effective. In case of male visitor respondents fifty seven percent found the gallery very effective, 57 percent of them found the gallery effective and a very small proportion of three percent found the gallery less effective. It appears that there is noticeable difference in the proportion of male and female visitor respondents who found this gallery very effective. This difference is also noticeable in the proportion of male and female visitor respondents who found this gallery effective. Almost all (97-100 percent) male and female visitor respondents found the gallery effective or very effective and thus may have very high impact on the spread of concerned scientific knowledge.

There were many exhibits in the Light and Sight Gallery. The exhibits Thermal Image (22 percent), illusions (13 percent) and hologram (11 percent) were considered most effective exhibits by about half (46 percent) of the visitor respondents. About one-fourth (27 percent) of the visitor respondents considered other three exhibits namely Artificial Light (9 percent), Colour Perception (9 percent) and Refraction (9 percent) most effective. Other seven exhibits were considered most effective by rest of the visitor respondents in different proportion extending from 3-6 percent. It appears that almost all the exhibits were considered effective by some of the respondents. It may be due to their interest inclination in different phenomena related to sound and hearing. The gallery spreads various scientific knowledge related to sound and hearing.

3. Evolution Gallery : Sixty percent of the total visitor respondents found the Evolution Gallery very effective and forty percent of them found the gallery effective. All the visitor respondents found the gallery very effective or effective and thus may have nearly optimum impact on the spread of scientific knowledge in the concerned area.

Out of sixty visitor respondents eighteen were female and forty were male. In the Evolution Gallery the number of the female visitors who responded was lower than male visitor respondents. Two-thirds (67 percent) of the female visitor respondents found the gallery very effective and one-third (60 percent) of them found the gallery effective. None of them found the gallery less effective. In case of male visitor respondents fifty seven percent found the gallery very effective and forty three percent of them found the gallery effective. Like female visitor respondents none of them too found the gallery less effective. It appears that the proportion of male and female visitor respondents who found this Gallery very effective was higher than those who found the gallery effective. The trend is similar in both the cases. But less than half of the female visitor respondents responded to the questionnaires in comparison to male visitor respondents. There were many exhibits in the Evolution Gallery. In response to the question 10 of the questionnaire, the visitor respondents selected one exhibit which was found by them most effective. The exhibits Volcano (16 percent), Early stone tools (14 percent), Growing teeth (12 percent) and Climate of world (12 percent) were considered most effective exhibits by more than half (54 percent) of the visitor respondents. About one-fourth (23 percent) of the visitor respondents considered other three exhibits namely Weight of planets (9 percent), Evolution of man (7 percent), and Aging of nature (7 percent) most effective. Other exhibits were considered most effective by rest of the visitor respondents in different proportion extending from 2-5 percent. It appears that almost all the exhibits were considered effective by some of the respondents. It may be due to their interest inclination in different phenomena related to sound and hearing. The gallery spreads various scientific knowledge related to sound and hearing

4. Man and Machine Gallery : Nearly one-fifth (19 percent) of the total visitor respondents found the Man and Machine Gallery very effective, well above half (57 percent) of them found the gallery effective and nearly one-fourth (24 percent) found the gallery less effective. A little above two-third (76 percent) of the total visitor respondents found the gallery effective or very effective and thus may have high impact on the spread of scientific knowledge in the concerned area. But a substantial proportion (nearly one-fourth) of the total visitor respondents found the gallery less effective.

Out of seventy visitor respondents twenty eight were female and forty-two were male. In the Man and Machine Gallery the number of the male visitors who responded was higher than female visitor respondents. The above tables and diagrams reveal that eighteen percent of the female visitor respondents found the gallery very effective and fifty three percent of them found the gallery effective. Twenty-nine of them found the gallery less effective. In case of male visitor respondents nineteen percent found the gallery very effective, sixty percent of them found the gallery effective and twenty one percent found the gallery less effective. It appears that the proportion of male and female visitor respondents who found this gallery very effective is nearly equal. In both the cases highest proportion of visitor respondents found the gallery effective. A substantial proportion of female and male visitor respondents found the gallery less effective. In case of female it was 29 percent and in case of male it was 21 percent. The trend is similar but relatively higher proportion of female visitor respondents found the gallery less effective. Although nearly two-third (76 percent) of the total (male and female) visitor respondents found the gallery effective or very effective and thus may have high impact on the spread of concerned scientific knowledge. But from the above data regarding less effective responses it may be interpreted that some exhibits in the Man and Machine Gallery may be found less interesting and interactive by a substantial proportion of female (29 percent) and male (21 percent) visitor respondents. There were many exhibits in the Man and Machine Gallery. In response to the question 10 of the questionnaire, the visitor respondents selected one exhibit which was found by them most effective. The above diagram shows that the exhibit Heart was considered most effective exhibit by nearly one-third (31 percent) of the visitor respondents. Forty-five of the visitor respondents considered other three exhibits namely Cycling Skeleton (16 percent), Muscle Power (16 percent), and Stability Test (13 percent) most effective. Other exhibits were considered most effective by rest of the visitor respondents in different proportion extending from 2-7 percent. It appears that almost all the exhibits were considered effective by some of the respondents. It may be due to their interest inclination in different phenomena related to sound and hearing. The gallery spreads various scientific knowledge related to sound and hearing

Analysis and Interpretation of Interview Responses of the NSC Director and Curators

In the following sections responses obtained from the Director of the Nehru Science Centre (NSC), Mumbai have been analyzed and interpreted. Explaining the objectives of the Nehru Science Centre, Mumbai its Director said, 'Through schools and colleges one learns about the science subject, but there is no system beyond school to learn science. Science can be fun. The other programmes which we have undertaken are the Science Quiz Contest, Hobby Camps, Science Films, etc. The NSC has developed various regular facilities/programmes for the common public to get scientific knowledge through experiences and observations. The NSC also organizes some training programmes for school teachers so that they could learn modern approaches to impart knowledge of science to the students.' The programmes of the NSC have been discussed in chapter IV. The NSC is an important centre for school visits. The NSC also organizes some planned visits for schools on request. According to the Director of the NSC the school visits are of two types. According to the curators the Energy Ball Exhibit, 3D Show and Science for Children Gallery were most popular programmes of the NSC. According to the Director of the NSC, the Science Quiz Programme was the most popular programme among the students. Infact the least visited or used exhibits are the computer based exhibits. Visitors responses also showed that Science for children gallery, Children science park, 3D Show and Taramandal were most liked about programmes by both the school students and the common visitors. But only 3 percent of the sample school student visitors ever participated in the Science Quiz Programme. The percentage of participation of sample school students was less than one percent in other occasional programmes of NSC. Responses of the sample visitors regarding most liked about galleries and visit to the Cyberskool are similar to the view of the NSC Director's opinion on computer based programmes. According to the Director and the curators initially NSC programmes were not communicated and presented effectively. The old programmes were modernized and new programmes were developed and added to the Centre. Outside experts are invited for Science Lecture Programmes. The NSC also organizes occasional programmes for school teachers. As per responses received from the Director of the NSC, in their school programmes they have a Teacher Training Programme especially for science teachers where they try and bring out the capabilities and potentials of the teachers. In response to the questions on evaluation of NSC exhibits and programmes, the Director said that the exhibits had limited life say for 5 to 7 years. The feedback for changes in some exhibit/programme or discarding some exhibit/ programme was provided by the Educational Representatives of NSC who were on the floor and interacted with the visitors everyday. The NSC also tries to find out which exhibits are visited by what proportion of visitors through conducting regular surveys. This further helps the NSC to decide the liking of the visitors in various exhibits. for organizing programmes and lectures for children. As we have come to know that the NSC is continuously working for improvement in existing programmes and making innovative effort to develop new programmes. Finally it may be concluded that the Nehru Science Centre, Mumbai has played a crucial role in spreading science among the common people including students and teachers. The centre has become so popular that it has attained the status of important tourist centre of Mumbai. Not only local people but people from adjoining and far flung areas visit the centre in large number throughout the year. The Centre has helped in promoting informal learning of science by making it attractive and pleasurable to all. It also caters to the specific needs of school students and teachers by organizing specific programmes for them. At present most of the science centres are located in cities or towns in India. Hence it is not accessible to the people living in remote areas. By strengthening planned network of science centres across the country and making audio and written presentation on exhibits, galleries and other innovative programmes in local languages, we can achieve the much desired goal of inculcating scientific attitude among the common people.

References :

Chen, Heuy-Tsyh. (1990), Theory Driven Evaluation. Sage, New Bury Park.

Guba, E.G. and Lincoln, S.Y. (1989), Fourth Generation Evaluation. Sage, London.

Annual Reports 2001-02 to 2007-08, Nehru Science Centre, Mumbai

 Information Pamphlets, Mumbai Nehru Science Centre (National Council of Science Museums). 

Learning of History of Science in a Museum: A Case Study (Summative evaluation), Mumbai.

Patton, M.Q. (1987), How to Use Qualitative Methods in Evaluation. Sage, New Delhi.

Rautela, G.S. (1998). Visitor Studies & Survey at Nehru Science Centre, Mumbai. A Report (1985-1998). Pp.2-4.

Wellington, J. (1991), Newspaper science, School science; Friend or Enemies, International Journal of Science Education 13 (4), 363-372.

(Represented from People's Dialogue on Education)