Making Meaning of von Hagens’ Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions by Michelle Melodie Dubek A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Michelle Melodie Dubek 2013 Making Meaning of von Hagens’ Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions Michelle Melodie Dubek Doctor of Philosophy Department of Curriculum Teaching and Learning Ontario Institute for Studies in Education University of Toronto 2013 Abstract Body Worlds is a traveling exhibition of plastinated human cadavers that offers the general public an opportunity to experience the human body in a unique way. It has been met with controversy and awe; public reactions and responses have been mixed. This case study research explored visitor responses to this controversial science exhibition, and examined the meaning visitors made of their experience. Specifically, the following research questions directed this study: Within the context of the Body Worlds exhibition: (a) What meaning did visitors make and how did they respond to the exhibits? (b) What tensions and issues arose for visitors? and (c) What did this type of exhibition convey about the changing role of science centres and the nature of their exhibitions? The primary sources of data for this study were 46 semi-structured interviews with visitors to the exhibition, observation notes, and 10 comment books including approximately 20 000 comments. Data suggested that the personal, physical, and sociocultural contexts (Falk & Dierking, 2000) contributed to visitor meaning meaning-making. The use of plastinated human cadavers within this exhibition raised ethical and moral questions and ii controversies about body procurement, use of human cadavers in display, representations of the bodies, and issues related to the sanctity of life. The tensions and issues identified by visitors demonstrated that messages (intended or unintended) located within Body Worlds were critically examined by visitors and called into question. Finally, data from this study suggested that an interdisciplinary approach to the presentation of science served to enhance accessibility for the viewer. This exhibition demonstrated that visitors responded positively and made personal connections when the arts, spirituality, edutainment, issues, and a combination of historical and contemporary museum practices were used to present science. iii Acknowledgements I would like to express my sincerest appreciation to my Supervisor Erminia Pedretti, whose passion for informal learning and controversial exhibitions was contagious. Thank you for inviting me to work on the Body Worlds project with you and the team, and for encouraging me to think deeply about informal learning spaces and the connections of museums to education. Without your support, guidance and encouragement this thesis would not have come to fruition. Thank you to my committee member, John Wallace, whose expertise in the area of methodology strengthened this research. Thank you for graciously stepping in for Erminia when she was on maternity leave and for asking me thought provoking questions that led me to think deeply about meaning-making. Your direction and guidance was greatly appreciated. I must also thank my third committee member, Mark Evans, for encouraging me to consider sociocultural perspectives and their centrality to meaning-making. A very special thank you to Susan Jagger, my fellow graduate student and friend. Throughout the past four years our time together has truly enriched my life and broadened my perspectives on the field of education. Who would have thought that a project which began at a zoo would have led us to share so many experiences all over the world. Thank you for your unwavering support and our many conversations over lunch, dinner and drinks. I have no doubt that we will remain lifelong colleagues and friends. I look forward to future collaborations with you. iv In addition, I thank the Ontario Science Centre and Body Worlds for allowing me to conduct this research. I also thank the participants who freely gave their time and shared their deeply personal stories. My mother, Marianna, always wanted the best for her children and stressed the importance of us going to school. At the time, she likely did not imagine that I would have been in school for this long! Thank you mom for encouraging me to keep things in perspective and for reminding me to remember the rest of life that lies beyond school and work. This paper would not have been possible without your love and support. A heart felt thank you to the remainder of my family: my father, Paul; my sister, Anna Maria; my brother-in-law, Mark; my niece, Lana; and my nephew, William, who inspire me to be the best possible person and educator I can be. I must also thank my friends: Amanda, Christopher, Nick, Christine, April, Megan and Lisa for their positive energy and motivation throughout this process. And thank you to my husband Yannis. You have patiently waited for me to accomplish my goals, and for this I am most grateful. Lastly, thank you to my examination committee: Leonie Rennie, David Booth, Douglas McDougall, and Virginia Maclaren, for a rigorous and thought provoking academic defense. My sincerest thanks to all. v Table of Contents Abstract ..................................................................................................................... ii Acknowledgements ................................................................................................. iv Table of Contents .................................................................................................... vi List of Tables ............................................................................................................ x List of Appendices .................................................................................................... xi Chapter One: Introduction Introduction ............................................................................................................. 1 Purpose of the Study and Research Questions ........................................................ 3 Background of the Researcher and Context ............................................................ 5 Chapter Two: Literature Review – The Landscape of the Museum and Science Centre History and Role of the Museum ............................................................................ 8 History and Role of the Science Centre ................................................................. 17 Scientific Literacy and the Science Centre ............................................................. 21 Representation of Science in Exhibitions .............................................................. 27 Politics and Power in Display ................................................................................. 32 Controversial Issues ................................................................................................ 36 Body Worlds: A Controversial Issues Based Exhibition ........................................ 38 Summary ................................................................................................................. 43 Chapter Three: Literature Review – Meaning-Making and Learning in Informal Settings Setting, Flow and Identity ....................................................................................... 46 Contextual Model of Learning: Making Meaning and the Visitor Experience ...... 51 Personal Context .................................................................................................. 55 Physical Context .................................................................................................. 58 Sociocultural Context ........................................................................................... 59 Visitor Research with Body Worlds ........................................................................ 64 Summary ................................................................................................................. 70 Chapter Four: Methodology and Methods Research Questions Revisited ................................................................................. 72 Methodology ........................................................................................................... 73 Epistemological Orientation ................................................................................ 73 Research Design ................................................................................................... 74 vi Methods ................................................................................................................... 77 Interviews ............................................................................................................. 77 Participants ........................................................................................................ 78 Field Notes ........................................................................................................ 78 Visitor Comment Books ................................................................................... 79 Documentary Materials ..................................................................................... 80 Data Analysis ......................................................................................................