In our lifetime, we have witnessed an astounding explosion in human scientific knowledge and technological innovation. From the unravelling of the human genome to the rapid development of computers, the advances of the last few decades are having a profound impact on our lives today and will shape the lives of all future generations.

An awareness and understanding of science, as it relates to all aspects of our lives, and and the critical thinking skills to interact with an increasingly complex technological society are no longer luxuries. They have become a fundamental need for all members of our community.

Basic science literacy is necessary for individuals and politicians to make informed choices that affect our communities and nation.

Schools and teachers face significant challenges that range from meeting changing standards for education to a lack of equipment and supplies in the classroom. Many teachers, especially in elementary grades, have limited training, knowledge and resources to be able to effectively teach science.

The workforce of today and tomorrow requires significant levels of science knowledge and critical thinking skills. Our nation and region are facing a shortage of workers with skills for technical jobs.

The changing demographics of families and communities mean that safe, family-friendly activities that meet the needs of children and adults before and after school are highly valued.
Opportunities for science education enrich people's lives and help individuals reach their human potential.

Today, more than ever before, the need for Explorit's science education mission in the community is urgent and important.

To involve people in science experiences that touch our lives.

The primary objectives and purposes of this corporation shall be: (From the by-laws)
(a) to operate a regional science public science center, initially located in Davis, California that will promote and sustain an interest in and awareness of science, mathematics, and engineering among children and adults;
(b) to offer classes, workshops, and lectures that provide instruction in science, mathematics, and engineering for children and adults;
(c) to purchase or construct exhibits that illustrate principles of science, mathematics, and engineering through a discovery process involving active ("hands-on") participation;
(d) to arrange and/or sponsor special events that have a science, mathematics and engineering emphasis.

Explorit has a particular style and it developed it on purpose! It developed its style because it fit the philosophy of the founders, because it made Explorit stand out from the crowd, and because it works! This style matured slowly over a period of years in response to the expressed and demonstrated needs and interests of clients as well as to the capabilities of the staff and the facilities in which the Center operated. The style described here has been defined, approved and formally adopted as a pre-eminently guiding force for Explorit's programming.

Explorit's style has been desribed as Third Generational where First Generation Science Centers are taxonomic museums, Second Generation Science Centers are those exemplified by the Exploratorium where exhibits and activities tend to be designed and constructed with a specific learner outcome in mind ("do this to learn this"), and Third Generation Science Center exhibits are open ended and user driven. In Explorit's case they are designed to help visitors learn how to discover for themselves.They include experiments, problem solving activities, and demonstrations etc. which use everyday materials and items as well as the 'stuff of science' and allow the user creative control (within sensible and safe limits) over the use of the materials and equipment.

Explorit's style is:

1. To be an appealing place to visit because there is always something intriguing to do no matter what your age, experience or interests.
   
2. To present itself and its programs in a visually appealing, low key, comfortable way. Colors, textures, signage and information are used to create an atmosphere that is emotionally and intellectually captivating.
   
3. To engage people's involvement by asking questions rather than by making statements. We do not often say, "Here is ..." or "The facts are ...". Instead we tend to say, "What if..." or "Have you wondered about ...?" or "Where, how many, which, how ?"
   
4. To help people learn "how to discover."
   
5. To provide plenty of information in varying amounts of detail and at various levels of understanding (using a range of signage sizes and styles).
   
6. To provide a mixture of activities - some very basic and easy to relate to, and some quite complex requiring carefully thought out interpretive signage. Explorit needs to appeal to ALL ages and interests but not every activity has to appeal to or be understood by all.
   
7. To include opportunities for visitors to leave their mark in an exhibit activity by adding to it in some way. This may be as simple as data added to a chart or as complex as an intrinsic change to an exhibit because the effect of each person's involvement is cumulative.
   
8. To prepare a different exhibit program every six-seven weeks. Each exhibit program to present a carefully chosen and publicized topic.
   
9. To develop each topic to be scientific while also being recreational with:
   
   1. carefully thought out conceptual themes that help to connect exhibit ideas (patterns of change, scale, energy, and stability are examples of such concepts);
      
   2. experiments, problem solving activities, demonstrations etc. which use the stuff of science and allow the user creative control (within sensible and safe limits) over the use of the materials and equipment. This is in contrast to the more typical situation in modern science centers where the user interacts with constructed exhibits which allow predetermined, limited interaction and limited outcomes;
      
   3. selected aspects of other sciences than the ones most obviously related to the topic. For example, a biological topic should always include related chemistry, physics, technology, and even history, geography and culture. Some multifaceted topics should be chosen, (such as Symmetry, Change, etc)
      
   4. a visual appeal that is aesthetic, has an appearance that is unique to each topic and: draws visitors into the room; creates a visual context for the topic as a whole; offers an alternative focus for those slow to respond to "hands-on"; is colorful but serves to intrigue, focus and involve, not distract.
   
   
10. To draw upon and acknowledge resources at the University and in the community of the region. This must include both human and material resources.
    It is not Explorit's expectation that it will always have the expertize or the resources to develop the type of programs that is has pioneered. Area scientists and other community experts will generally be involved in the selection and development of program topics. Explorit then must have staff who are capable of using the input and of gathering resources and using these and their own expertize and skill to develop the programs.
    
11. To not rely upon commercial "fabrication" or "construction" as a method of making exhibits. Instead, everyday materials should be gathered and set out to be used to elucidate the concepts. For example: A few wooden blocks and a couple of rectangular pieces of wood can be made by a visitor into slides to experiment with friction. This is only a general principle - there will often be times when something really does have to be constructed.
    
12. To design exhibit/activities in such a way that a user:
1. is asked a question and invited to formulate other questions pertaining to the topic
2. is encouraged to answer these questions by using the materials and apparatus provided
3. has some control over the way in which he/she interacts
4. is not directed to a conclusion predetermined by the designer
5. is given information in a range of formats from simple to complex
6. can relate the exhibit-activity to every-day life.