Earticle

초록

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.

목차

Abstract
 Ⅰ. 서론
  1. 연구의 배경 및 목적
  2. 연구의 범위 및 방법
 Ⅱ. 런던과학박물관의 건축계획적 특성
  1. 런던과학박물관의 기원
  2. 런던과학박물관의 건축계획적 특성
 Ⅳ. 런던과학박물관의 통사론적 특성
  1. 공간통사론
  2. 공간통사론 분석틀 및 주요개념
  3. 런던과학박물관의 통사론적 특성
 Ⅴ. 결론
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키워드

런던과학박물관 박물관 내러티브 공간통사론 공간구조 전시구성 교육 역할 Science Museum in London Museum Narrative Space Syntax Theory Spatial Configuration Objects Layout Educational Role

저자

• 이재홍 [ Lee, Jae Hong | ㈜DNO종합건축사사무소, 연구원, 건축학박사 ]

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