A socio-semiotic framework for the analysis of exhibits in a science museum

Glykeria Anyfandi; Vasilis Koulaidis; Kostas Dimopoulos

doi:10.1515/sem-2014-0001

Article

A socio-semiotic framework for the analysis of exhibits in a science museum

Glykeria Anyfandi
Glykeria Anyfandi (b. 1968) is a scientific collaborator at the University of Peloponnese 〈anyfandi@gmail.com〉. Her research interests include social semiotics, issues of knowledge, identity and pedagogy in the museum, and science communication. Her publications include “SOL: Design and development of a web based interactive information platform for the mitigation of the social impact of the seismic disasters” (with G. Drakatos et al., 2005); and “Pedagogical practices in the science museum: the exhibit and the reading of the message” (with V. Koulaidis, 2010).
, Vasilis Koulaidis
Vasilis Koulaidis (b. 1952) is a professor at the University of Peloponnese 〈koulaidi@uop.gr〉. His research interests include the relationship between epistemology and understanding of science and technology and the analysis of techno-scientific material for non-expert audiences. His publications include “Modelling pupils' understanding and explanations concerning changes in matter” (with V. Hatzinikita & A. Hatzinikitas, 2005); “Young people's relationship to education: The case of Greek youth” (with K. Dimopoulos et al., 2006); and “Epistemology and science education: A study of epistemological views of teachers” (with A. Apostolou, 2010).
and Kostas Dimopoulos
Kostas Dimopoulos (b. 1968) is a professor of learning materials at the University of Peloponnese 〈dimop@uop.gr〉. His research interests include science and technology in the mass media and informal science learning. His publications include “Exploring a black box: Cross-national study of visit effects on visitors to large physics research Centers in Europe” (with F. Neserini et al., 2009); “Science on the web: Secondary school students' navigation patterns and preferred pages' characteristics” (with A. Asimakopoulos, 2009); and “Signifying the transition from modern to post-modern schooling through analyzing changes in the material culture of schools” (2010).

Published/Copyright: May 23, 2014

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From the journal Semiotica Volume 2014 Issue 200

Abstract

A methodological framework is presented for the analysis of the discursive function of the science exhibit, which is treated as a multimodal “text” with conceptual, structural, and operational features encoding science knowledge. This analytical model is founded on Bernstein's theory of cultural codes (classification and framing) and socio-linguistics (formality). By using this framework, it is hoped that the museum researcher, the science museum practitioner, and the science communicator are empowered to retrieve the science exhibit “message,” to reconstruct the image of the represented science, and the socio-cultural positioning of the model visitor in the communicative context of the science museum.

Keywords: socio-semiotics; science exhibit; cultural codes; museology; classification; framing

About the authors

Glykeria Anyfandi

Glykeria Anyfandi (b. 1968) is a scientific collaborator at the University of Peloponnese 〈anyfandi@gmail.com〉. Her research interests include social semiotics, issues of knowledge, identity and pedagogy in the museum, and science communication. Her publications include “SOL: Design and development of a web based interactive information platform for the mitigation of the social impact of the seismic disasters” (with G. Drakatos et al., 2005); and “Pedagogical practices in the science museum: the exhibit and the reading of the message” (with V. Koulaidis, 2010).

Vasilis Koulaidis

Vasilis Koulaidis (b. 1952) is a professor at the University of Peloponnese 〈koulaidi@uop.gr〉. His research interests include the relationship between epistemology and understanding of science and technology and the analysis of techno-scientific material for non-expert audiences. His publications include “Modelling pupils' understanding and explanations concerning changes in matter” (with V. Hatzinikita & A. Hatzinikitas, 2005); “Young people's relationship to education: The case of Greek youth” (with K. Dimopoulos et al., 2006); and “Epistemology and science education: A study of epistemological views of teachers” (with A. Apostolou, 2010).

Kostas Dimopoulos

Kostas Dimopoulos (b. 1968) is a professor of learning materials at the University of Peloponnese 〈dimop@uop.gr〉. His research interests include science and technology in the mass media and informal science learning. His publications include “Exploring a black box: Cross-national study of visit effects on visitors to large physics research Centers in Europe” (with F. Neserini et al., 2009); “Science on the web: Secondary school students' navigation patterns and preferred pages' characteristics” (with A. Asimakopoulos, 2009); and “Signifying the transition from modern to post-modern schooling through analyzing changes in the material culture of schools” (2010).

Published Online: 2014-5-23

Published in Print: 2014-6-1

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https://doi.org/10.1515/sem-2014-0001

Keywords for this article

socio-semiotics; science exhibit; cultural codes; museology; classification; framing