Engaging or transmitting? Health at the science centre
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.
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