Science centres have a strong commitment to education, but theimplications of that commitment change over time. The discovery pedagogy ofthe first science centres is gradually being replaced with a more dialogic approachthat acknowledges that science has different meanings for different people. Here,we follow the transition of a Danish science centre towards this new approach; atransition driven by the development of a dialogic exhibition on health. To thisend, we study the adaptive transformation of scientific content from its origin inscientific literature to its embodiment in the exhibition, using discourse analysisto track its deconstruction and reconstruction. We observe that although thescience centre’s established discovery pedagogy does challenge the implementationof dialogic perspectives on health, the participatory approach taken in thedevelopment process successfully overcame these challenges. In conclusion, we offerour perspectives on the implications of our findings for science centres.
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