Guest Blog: Emily Goode

My name is Emily Goode and I am currently Voluntary Explainer at the Discovery Science & Technology Centre. I first started volunteering at the Discovery Centre in 2013, as a VCE student at Bendigo Senior Secondary College. This was when the volunteer-run school holiday activities became a regular part of the Discovery’s program. I am now completing my Bachelor of Civil Engineering (Honours) at Latrobe University Bendigo; I truly believe that without the Discovery Centre giving me the backing and confidence in science and engineering, I would not be on such a male-dominated career path.

When I was approached about writing a post about why Discovery should stay open and how it has personally affected me, my first instinct was to do some research on primary school science. The Discovery Centre plays an important role in exposing children to science, to aspects which they may not get in class. An average child (pre-school to year 6) has 1.1 to 1.8 hours of science per a week1. This is particularly sad as this only makes up 3-6% of the school week – but Discovery fills part of that hole in children’s science education. The Discovery Centre is also important as it has science and lab faculties for students to use to give them a chance to experience scientific lab techniques and perform experiments; only 18% of public primary schools have all or most lab faculties (24% for independent schools)2. For regional students, Discovery is sometimes their only chance to experience hands on learning; these statistics above just show the lack science in the classroom.

Discovery is also a great place for younger people to see a range of sciences and have a gender-neutral experience within science. Discovery’s exhibits cover a large range of different sciences without being marketed at a particular gender; and this gender bias is still largely present – it’s easy to see toys that relate to physics and engineering are marketed at boys. This is important to me as a young woman studying engineering – every child should have the change to try every science without noting gender bias. That is one of reasons why I volunteer at the Centre. I want to encourage and help children regardless of gender to learn about science, just as the staff at Discovery helped me grow into my science-loving self. They gave me and many other girls the encouragement we needed. We discovered that just because we weren’t male didn’t mean we couldn’t do more than just teach it – we could be scientists, engineers, programmers or anything else we wanted.

Discovery inspires children to become innovative and think creatively about tasks. I am a firm believer that people learn best when they have to work out the process for themselves and can play with the exhibits. Discovery is renowned as being very hands-on compared to other science education centres; this is often mentioned to me by visitors in the Centre. This creative interaction with exhibits encourages the next generation of inventors – those people that will make big changes to society, lead to the creation of jobs, and discover more effective ways to complete everyday tasks. Numerous children and teenagers are scared off by the stereotype of science being solely note-taking and hard – something many science classes have sadly become; Discovery, however, shows the fun and excitement in science, and this undoubtedly motivates more children to get into a field which is in need of young people’s minds.

To end this post, I would like to say that the debate about Discovery’s future shouldn’t be about its closure, but how much more funding it should get. Thanks for reading this post and thank you, Discovery, for helping me and so many children to reach our scientific potential.


If you have a story about Discovery that you’d like to share on this campaign blog, please email manager@discovery.asn.au 

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Guest Blog: Emily Goode

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