Abstract
Science centres have a strong commitment to education, but the implications of that commitment change over time. The discovery pedagogy of the first science centres is gradually being replaced with a more dialogic approach that acknowledges that science has different meanings for different people. Here, we follow the transition of a Danish science centre towards this new approach; a transition driven by the development of a dialogic exhibition on health. To this end, we study the adaptive transformation of scientific content from its origin in scientific literature to its embodiment in the exhibition, using discourse analysis to track its deconstruction and reconstruction. We observe that although the science centre’s established discovery pedagogy does challenge the implementation of dialogic perspectives on health, the participatory approach taken in the development process successfully overcame these challenges. In conclusion, we offer our perspectives on the implications of our findings for science centres.
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | Nordisk Museologi |
| Vol/bind | 2018 |
| Udgave nummer | 2-3 |
| Sider (fra-til) | 136-151 |
| Antal sider | 16 |
| ISSN | 1103-8152 |
| Status | Udgivet - 2018 |
Emneord
- Det Natur- og Biovidenskabelige Fakultet