A conceptualisation of the post-museum as pedagogical space

Richard Watermeyer

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This paper explores the idea of the post-museum as an immersive knowledge
experience facilitating conceptual and strategic directions in public engagement with science and technology. It considers the extent to which the museum has evolved from repository of cultural artefacts to experience-based process of knowledge acquisition and production. The post-museum is invoked as a model of participatory pedagogy that moves beyond traditional forms of learning,
knowledge acquisition and knowledge interface, and conceptualisations of the learner in science. It is presented as an educational and recreational experience, which locates and translates knowledge to the novice or non-traditional patron using rich social narratives that ground scientific expertise in the practice of everyday life. The experience of science is thus made familiar and relevant and concurrently regulated and owned by the visitor. The learner is consequently
recast from passive recipient of information-bites to choreographer, translator and innovator within a scientific knowledge continuum.
Original languageEnglish
Number of pages8
JournalJCOM-Journal of Science Communication
Issue number1
Publication statusPublished - 1 Mar 2012


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