earticle

영어

This paper examines the ways of how spatial configuration and object arrangement of the Science Museum in London have been transformed in accordance with changing Museum Narrative and applying new exhibition techniques over the time, and then addresses what role these changes play in terms of learning science. Throughout in-depth reviewing literature and comparing initial spatial layout with present one using space syntax tools, it is discovered that constructing ‘idealised microcosm’ as an initial narrative has been replaced with ‘knowing, making, using’ principle and dialectic perspective which deals with both the ‘voice of the past’ and the ‘need of the present and future’. Based on the current narrative, objects are no longer classified or categorised into one of subjects, but rather they have a potential to be interpreted as diverse cultural meanings. As a consequence, the primary concern of object layout is with delivering distinctive contents, different thematic frames or topological perspectives, and also with improving educational efficiency throughout fragmented axiality, shortened isovists and strong walking sequence. These findings suggest that the Science Museum in London plays an educational role very well, and this tendency is highly likely longstanding.