Abstract 

At the European Organization for Nuclear Research (CERN), the newly opened Science Gateway utilizes a "scientists-as-guides" model, leveraging active scientists and engineers to engage with public visitors through unstructured interactions in their exhibition spaces. While this model introduces a high level of scientific authenticity for a science museum space, it presents unique pedagogical challenges, as these guides are researchers rather than communicators. This thesis addresses the systemic challenges that arise during this transition from technical specialist to public communicator, specifically focusing on issues of role ambiguity, a lack of proactive visitor engagement skills, and expert blindness. 

Employing an action research design, this study utilizes the new Science Museum Didactic Transposition (SMDT) framework to analyze the dynamic interactions between guides and visitors in CERN's exhibitions. To overcome the identified didactic barriers, a targeted 2-hour training intervention was developed and integrated into CERN's operational workflow. Grounded in social constructivism and inquiry-based learning, this interactive training shifts away from traditional, content-heavy lectures toward a reflective environment, introducing a practical "5 Modes" framework to equip guides with concrete behavioral strategies. 

The intervention was evaluated using a mixed-methods approach, triangulating quantitative software tracking data with qualitative observations, surveys, and inter­views. The findings suggests that the new training framework had a positive effect in clarifying the roles of CERN guides and increasing their proactive engagement. 

Supervisors: Hans Fynbo and Kristian H. Nielsen