Merav Katz-Kimchi and Lucy Atkinson
Using critical discourse analysis, we examine the communicative potential of science centers to engage the public in climate change science. Drawing on a theoretical framework combining climate change engagement and communication, science centers as sites of engagement and communication, ecological citizenship, and insights from social cognitive theory, our analysis shows that along with popularizing climate science and making it accessible to the general public, the Hot Pink Flamingos exhibit prioritized individual, marketplace-based action on climate change over solutions requiring large-scale social change or collective action. Responsibility for climate change was individualized, and the political realm was mostly reduced to lifestyle choices.
Mai Murmann, Lucy Avraamidou (JCOM)
In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to explore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea, we analyze the theoretical, structural and epistemological properties of narrative. In the pages that follow, we first discuss the advantages and possibilities for learning that science centers offer alongside challenges and limitations. Next, we discuss the role of narrative in science, as a tool for supporting science learning. We then continue with an analysis of the structural and epistemological properties of narrative and discuss how those can serve to establish narrative as a learning tool.