ABSTRACT
We appear to be on a course to eliminating the original science centre experience in favour of a STEM learning model. The theory and practice of STEM have been under considerable discussion since the US Science Foundation began using the term, but despite theoretical debates on some aspects of theory, STEM definitions have consistently centred on a common interest in solving real-world problems. STEM learning spaces emphasize a pragmatic introduction to the world of scientific thinking, utilizing individual exploration and invention. In contrast to the classic science tradition, STEM marries “play” to the problem-solving needs of the political and elite classes and thereby diverts children from exploring the contextual richness of their civilizations and history, thus turning the process of play into a training ground for work. The science centre of the late 1960s was born during the time of the anti-war movement when many of us were pursuing beauty and awe in all areas of study and life, in a non-political manner. If the science centre is to survive, we may ask if it is time to analyse the impact of STEM learning spaces more closely and choose to move away from STEM to return to the original 1960s model.
