Dinosaurs have always had the ability to fascinate. Even so, paleontology and its origin in naturalhistory is not currently being acknowledged as content matter by the educational system, whofrequently portrays science as a monolithic and experimental endeavor. In current dissertation, Ipresent the unique qualities and educational significance of paleontology in especially the out-ofschoolcontext of museum exhibitions, and make a case for its reintroduction to the educationalsystem as a whole. I additionally investigate the popularity of dinosaurs in exhibitions, by asking anumber of decision-makers behind recent dinosaur exhibitions, on which grounds they chosedinosaurs as their displayed content.
Paleontology holds particular qualities regarding the dissemination of authentic scientific inquiry(in addition to traditional displays of authentic objects – fossils). As such, inquiry-based activitiesand documentation of ‘science in the making’ rather than ‘ready-made science’ are on the rise inthe dissemination of paleontology in exhibitions. The middle section of current dissertationinvestigates the development and design process of such a ‘science in the making’ exhibition, andsubsequently the visitor outcomes of the resulting exhibition - in comparative analysis with asecond ‘science in the making’ dinosaur exhibition. Qualitative and quantitative studies intriangulation suggest that the ontological status of ‘science in the making’ has an enhancing effecton scientific literacy in visitors, albeit differences in the design strategy were detected incorrespondence with the nature of the institution in question. The museological design strategyreflects an inductive approach with anchorage in objects and disciplinary features, whereas thedesign strategy of science centers reflects a deductive approach with anchorage in discoverypedagogy and hands-on exhibits.
The final section of the dissertation integrates the design strategies into a practical evidence-baseddesign model, based on co-determinative levels found to have been of influence to the designprocess, and uses a case study of an inquiry-based exhibit element as an example of its application.The design model is applicable to the design process of ‘science in the making’ exhibitions, and itis developed with the intention of supporting collaborative efforts between theorists andpractitioners within exhibition design in the future.