I can examine each category only briefly here, and want to comment mainly on the organizational strengths that they bring to the task of astronomy education. The quality of this introduction can vary widely, depending on the skill and background of the presenter and how the planetarium environment is used. Nevertheless, most children have a fond recollection of their planetarium experience, and for many children in cities, it may be the only time they really experience a dark night sky. More important is a sense that planetarium educators get of being peripheral to astronomy, despite the large numbers of people for whom they serve as primary contact with the world of astronomy. B. Museums Many science museums have astronomy exhibits, where visitors can read or participate in activities relating to astronomy or at least space exploration.
Many museums also sponsor youth and education programs after school or on weekends.
As in planetaria, there are many museum visitors who are first exposed to modern astronomy through such programs. The same comments I made above for planetaria would apply to astronomy staff at many science museums as well. And astronomers and astronomy research institutions could interact profitably with a local science museum from time to time. The museum could gain access to recent results, images, and surplus equipment, while the astronomy institutions could gain local exposure and be able to demonstrate their commitment to public education to funding agencies. A number of the major observatories are expanding or introducing visitors centers at their sites, many of which have an educational as well as a tourist component.