Marianne Achiam
Datos Biográficos
| ID | 3080889 |
|---|---|
| NOMBRE | Marianne Achiam |
| NOMBRES | Marianne |
| APELLIDO | Achiam |
| FIRMA | ACHIAM M |
| AFILIACIONES | University of Copenhagen |
| ORCID | 0000-0003-1701-2959 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 18 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1970 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Unlearning modernity
Across select frontiers of the disciplines, contemporary science is beginning to reorient toward relationality, uncertainty and intelligences beyond the human. In fields such as holobiont biology and quantum science and in practices ranging from animal-technology collaboration to anticolonial research, emerging scientific work demonstrates the viability of a world viewed as entangled, co-constituted and not fully knowable from a detached vantage …
Post-normal science communication? Evidence of third-order thinking among sustainability scientists
Mounting socio-environmental crises have prompted calls for post-normal sustainability science, emphasising complexity, uncertainty, and epistemic pluralism, and framing science communication as dialogical and reflexive. However, previous research has identified a gap between these ideals and actual practices, where conventional norms of objectivity and expert authority often prevail. Drawing on Irwin’s (2021) framework of socio-technical orders …
Coming Closer to Citizens? Frustrated Dialogue on the Danish Health Authority's Facebook Page During Covid-19
As the COVID-19 pandemic began, health authorities rushed to use social media to communicate information and persuade citizens to follow guidelines. Yet a desire to “come closer to citizens” often came into conflict with the very consequences of doing so—many social media interactions were characterized by complaint, resistance, trolling or misinformation. This paper presents a case study of the Danish Health Authority's (DHA) Facebook page, focu…
Ethnicity and Gender in Museum Representations of Human Evolution
Scientific representations of human evolution often embrace stereotypes of ethnicity and gender that are more aligned with socio-cultural discourses and norms than empirical facts. The present study has two connected aims: to understand how ethnicity and gender are represented in an exhibition about human evolution, and to understand how that representation influences learners’ meaning making. First, we analysed an exhibition with realistic recon…
The Role and Value of Out-of-School Environments in Science Education for 21st Century Skills
The global “wicked” problems we face in the 21st century call for 21st century competencies. The formal education system is hard pressed to foster these competencies within the science curriculum. Accordingly, we argue that out-of-school science education can function as an alternative pathway to 21st century competencies among learners. We present four distinct community case stories on teaching science in out-of-school environments and link the…
Sustainability in out-of-school science education
Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition, designated as the reference model. We draw on literature …
Perspective. Museums beyond neutrality
The implied visitor in a planetarium exhibition
Planetariums disseminate astrophysics, space technology and planetary science to the public. These subject areas are often perceived as being ‘hard science’ and thus symbolically associated with the masculine. To what extent is this gendering also present within planetarium exhibitions? We address this question with a three-fold conceptual framework combining theories on the implied visitor, gender, and science exhibitions, respectively. We analy…
The potential of palaeontology for science education
Science education frequently portrays science as a monolithic and experimental endeavour. Here, we argue that to counteract this simplistic conception of science, a reintroduction of the historically oriented sciences is in order. To this end, we analyse the discipline of palaeontology and its educational relevance. Using Kuhn’s disciplinary matrix, we deconstruct palaeontology into elements for educational purposes, and subsequently examine how …
Nine meta-functions for science museums and science centres
Science centres and science museums face challenges such as increased accountability, increased demands for accessibility, and growing competition from leisure experiences. On their own, the traditional museum practices of preservation, communication, and research are insufficient to address these challenges. Accordingly, we use the framework of eight museum meta-functions, presented by Dubuc [2011. “Museum and University Mutations: The Relations…
Affordances and distributed cognition in museum exhibitions
Exhibitions are the primary medium for the public communication of science in museums. Recently, there has been an interest in explaining the educational mechanisms of exhibitions in terms of meaning making, interaction and space; however these concepts have not yet been integrated into one consistent framework. Here, we invoke the notions of affordance and distributed cognition to explain in a coherent way how visitors interact with exhibits and…
A framework for understanding the conditions of science representation and dissemination in museums
Museums are in a unique position to engage the public in conversations about science topics that matter. However, when we attempt to systematically study the representation and dissemination of science in museums, we are confounded by the numerous and diverse conditions and constraints that influence those processes. As a response, we adapt a framework from the field of science didactics, the framework of didactic co-determination, to the museum …
The role of the imagination in museum visits
The imagination plays an important role in museums, today more than ever. Visitors use their repositories of imagination or repertoires to make sense of their encounters with objects and exhibits. In this article, I argue that this initial meaning making, rather than being the end goal of museum interpretation, should be thought of as the point of departure for further, more scientific meaning making. I present a framework developed by Colette Du…
Planetariums between experience and enlightenment
Planetariums are committed to promoting public knowledge about astronomy and space. At the same time, they have a legacy of offering spectacular and immersive experiences in their dome programmes. These outcomes do not always sit comfortably together; in fact, international research shows that many planetarium staff members consider experience and enlightenment to be mutually exclusive. In this study, we develop the argument that enlightenment an…
Engaging or transmitting? Health at the science centre
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 heal…
The role of the imagination in museum visits
The imagination plays an important role in museums, today more than ever. Visitors use their repositories of imagination or repertoires to make sense of their encounters with objects and exhibits. In this article, I argue that this initial meaning making, rather than being the end goal of museum interpretation, should be thought of as the point of departure for further, more scientific meaning making. I present a framework developed by Colette Du…
A framework for understanding the conditions of science representation and dissemination in museums
Museums are in a unique position to engage the public in conversations about science topics that matter. However, when we attempt to systematically study the representation and dissemination of science in museums, we are confounded by the numerous and diverse conditions and constraints that influence those processes. As a response, we adapt a framework from the field of science didactics, the framework of didactic co-determination, to the museum …
Nine meta-functions for science museums and science centres
Science centres and science museums face challenges such as increased accountability, increased demands for accessibility, and growing competition from leisure experiences. On their own, the traditional museum practices of preservation, communication, and research are insufficient to address these challenges. Accordingly, we use the framework of eight museum meta-functions, presented by Dubuc [2011. “Museum and University Mutations: The Relations…
Affordances and distributed cognition in museum exhibitions
Exhibitions are the primary medium for the public communication of science in museums. Recently, there has been an interest in explaining the educational mechanisms of exhibitions in terms of meaning making, interaction and space; however these concepts have not yet been integrated into one consistent framework. Here, we invoke the notions of affordance and distributed cognition to explain in a coherent way how visitors interact with exhibits and…
Engaging or transmitting? Health at the science centre
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 heal…
Sustainability in out-of-school science education
Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition, designated as the reference model. We draw on literature …
Perspective. Museums beyond neutrality
Planetariums between experience and enlightenment
Planetariums are committed to promoting public knowledge about astronomy and space. At the same time, they have a legacy of offering spectacular and immersive experiences in their dome programmes. These outcomes do not always sit comfortably together; in fact, international research shows that many planetarium staff members consider experience and enlightenment to be mutually exclusive. In this study, we develop the argument that enlightenment an…
The role of the imagination in museum visits
The imagination plays an important role in museums, today more than ever. Visitors use their repositories of imagination or repertoires to make sense of their encounters with objects and exhibits. In this article, I argue that this initial meaning making, rather than being the end goal of museum interpretation, should be thought of as the point of departure for further, more scientific meaning making. I present a framework developed by Colette Du…
Planetariums between experience and enlightenment
Planetariums are committed to promoting public knowledge about astronomy and space. At the same time, they have a legacy of offering spectacular and immersive experiences in their dome programmes. These outcomes do not always sit comfortably together; in fact, international research shows that many planetarium staff members consider experience and enlightenment to be mutually exclusive. In this study, we develop the argument that enlightenment an…
Engaging or transmitting? Health at the science centre
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 heal…
Affordances and distributed cognition in museum exhibitions
Exhibitions are the primary medium for the public communication of science in museums. Recently, there has been an interest in explaining the educational mechanisms of exhibitions in terms of meaning making, interaction and space; however these concepts have not yet been integrated into one consistent framework. Here, we invoke the notions of affordance and distributed cognition to explain in a coherent way how visitors interact with exhibits and…
A framework for understanding the conditions of science representation and dissemination in museums
Museums are in a unique position to engage the public in conversations about science topics that matter. However, when we attempt to systematically study the representation and dissemination of science in museums, we are confounded by the numerous and diverse conditions and constraints that influence those processes. As a response, we adapt a framework from the field of science didactics, the framework of didactic co-determination, to the museum …
Nine meta-functions for science museums and science centres
Science centres and science museums face challenges such as increased accountability, increased demands for accessibility, and growing competition from leisure experiences. On their own, the traditional museum practices of preservation, communication, and research are insufficient to address these challenges. Accordingly, we use the framework of eight museum meta-functions, presented by Dubuc [2011. “Museum and University Mutations: The Relations…
The potential of palaeontology for science education
Science education frequently portrays science as a monolithic and experimental endeavour. Here, we argue that to counteract this simplistic conception of science, a reintroduction of the historically oriented sciences is in order. To this end, we analyse the discipline of palaeontology and its educational relevance. Using Kuhn’s disciplinary matrix, we deconstruct palaeontology into elements for educational purposes, and subsequently examine how …
Perspective. Museums beyond neutrality
The implied visitor in a planetarium exhibition
Planetariums disseminate astrophysics, space technology and planetary science to the public. These subject areas are often perceived as being ‘hard science’ and thus symbolically associated with the masculine. To what extent is this gendering also present within planetarium exhibitions? We address this question with a three-fold conceptual framework combining theories on the implied visitor, gender, and science exhibitions, respectively. We analy…
The Role and Value of Out-of-School Environments in Science Education for 21st Century Skills
The global “wicked” problems we face in the 21st century call for 21st century competencies. The formal education system is hard pressed to foster these competencies within the science curriculum. Accordingly, we argue that out-of-school science education can function as an alternative pathway to 21st century competencies among learners. We present four distinct community case stories on teaching science in out-of-school environments and link the…
Sustainability in out-of-school science education
Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition, designated as the reference model. We draw on literature …
Coming Closer to Citizens? Frustrated Dialogue on the Danish Health Authority's Facebook Page During Covid-19
As the COVID-19 pandemic began, health authorities rushed to use social media to communicate information and persuade citizens to follow guidelines. Yet a desire to “come closer to citizens” often came into conflict with the very consequences of doing so—many social media interactions were characterized by complaint, resistance, trolling or misinformation. This paper presents a case study of the Danish Health Authority's (DHA) Facebook page, focu…
Ethnicity and Gender in Museum Representations of Human Evolution
Scientific representations of human evolution often embrace stereotypes of ethnicity and gender that are more aligned with socio-cultural discourses and norms than empirical facts. The present study has two connected aims: to understand how ethnicity and gender are represented in an exhibition about human evolution, and to understand how that representation influences learners’ meaning making. First, we analysed an exhibition with realistic recon…
Unlearning modernity
Across select frontiers of the disciplines, contemporary science is beginning to reorient toward relationality, uncertainty and intelligences beyond the human. In fields such as holobiont biology and quantum science and in practices ranging from animal-technology collaboration to anticolonial research, emerging scientific work demonstrates the viability of a world viewed as entangled, co-constituted and not fully knowable from a detached vantage …
Post-normal science communication? Evidence of third-order thinking among sustainability scientists
Mounting socio-environmental crises have prompted calls for post-normal sustainability science, emphasising complexity, uncertainty, and epistemic pluralism, and framing science communication as dialogical and reflexive. However, previous research has identified a gap between these ideals and actual practices, where conventional norms of objectivity and expert authority often prevail. Drawing on Irwin’s (2021) framework of socio-technical orders …
Sociology (11 obras) · Museums and Cultural Heritage (10 obras) · Computer Science (9 obras) · Archaeology (5 obras) · Conferences and Exhibitions Management (5 obras) · Epistemology (5 obras) · Political science (5 obras) · Art (4 obras) · Climate Change Communication and Perception (4 obras) · History (4 obras)