Abstract
This study investigates the epistemological, pedagogical, and cultural frameworks that guided the redevelopment of Tūhura Otago Community Trust Science Centre, a major science centre in Aotearoa New Zealand. Through semi-structured interviews with floor staff and museum decision makers conducted before and after the transformation , the study explores staff ideas regarding science, science communication and how their worldviews shaped exhibit design, institutional philosophy, and public engagement strategies. Findings reveal that staff held diverse epistemologi-cal views, though most framed science as an instrument or method for generating knowledge, with floor staff showing a broader and more inquiry-oriented epistemol-ogy than decision makers. Furthermore, emotional engagement, intergenerational learning and authenticity in exhibit interaction emerged as key elements of science communication. The study also examines the integration of Mātauranga Māori— including Indigenous Māori knowledge—as a partner epistemological framework, representing a significant shift towards bicultural science communication. This study advances science communication research by highlighting the essential in-terpretive work of staff members in designing science centres— showing how their worldviews shape exhibit selection, pedagogical philosophy, and bicultural integration. The findings underscore the need for inclusive, reflective, and culturally responsive approaches to informal science learning.