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By Katerina Plakitsi (auth.), Katerina Plakitsi (eds.)

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But in informal settings the inseparability works very well and provides fruitful data. Wolf-Michael Roth makes his theoretical assumptions and theses by analyzing concrete episodes from the practical work, which is a pure bottom-up approach that creates activities suitable for children by engaging them in collective curriculum design (Roth & Goulard, 2010). THE SOCIAL ROLE OF MUSEUMS The constructivist museum is a reality now, and among other things, it serves social action philosophy. Formal and informal education need to have the potential to empower citizens to make informed decisions in a democratic society (Hein, 2004).

ICOM Statutes, adopted by the 22nd General Assembly, Vienna, Austria, 24 August 2007) Museums represent a major public social investment that has been made by most countries in the last 200 years or more. Their influence on society is powerful, in 28 TEACHING SCIENCE IN SCIENCE MUSEUMS either peace time or war. The destruction of many museums, as well as strenuous efforts for museum protection, has been recorded during recent wars. Precious artifacts have been moved, protected, or stolen during those periods.

In parallel, children’s museums participate in every educational reform, and they especially develop joint projects between schoolscommunity-museum. This is a sociocultural function of a museum, and children’s museums are especially involved in such collaborations. In addition, teachers and scientists can find an excellent authentic learning environment in which to develop their theories or practices. For us, as science educators and researchers, the major issue is the interpretative paradigm in this enterprise.

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