Science centres and their contribution to discursive engagement: A case study at SESI Lab
Article Sidebar
Main Article Content
Abstract
In this qualitative study, we analysed the conversations of seven adult visitors organised into three groups during their interaction with the Tournament of the Future apparatus, part of the SESI Lab collection in Brasília, in which the visitors debated, in successive rounds, which elements of current society are likely to remain in the future. Our goal was to understand how the activity engages visitors in conversations and reflections on issues related to science, technology, society, and the environment. Data were collected through video recordings using GoPro cameras, later transcribed and subjected to an inductive content analysis, with categories emerging from the empirical material. The results indicate that discursive participation was predominantly characterised by short utterances, mostly direct statements accompanied by simple justifications. However, moments of social collaboration also emerged, when participants negotiated or mutually supported their choices; as well as moments of critical reflexivity, when they questioned the logic of the game or considered the ethical and social implications of their decisions. We concluded that, although structured by a binary dynamic of quick choices, the analysed apparatus functioned as a trigger for discursive interactions among visitors, favouring moments of negotiation of meanings and reflection on themes related to science, technology, society, and the environment.
Downloads
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.
How to Cite
References
Bandelli, Andrea, & Konjin, Elly A. (2012). Science centers and public participation: Methods, strategies, and barriers. Science Communication, 35(4), 419–448. http://dx.doi.org/10.1177/1075547012458910 DOI: https://doi.org/10.1177/1075547012458910
Brady, Henry E., Verba, Sidney, & Schlozman, Kay L. (1995). Beyond SES: A resource model of political participation. American Political Science Review, 89(2), 271–294. https://doi.org/10.2307/2082425 DOI: https://doi.org/10.2307/2082425
Burris, Alexandra (2017). A child’s-eye view: An examination of point-of-view camera use in four informal education settings. Visitor Studies, 20(2), 218–237. https://doi.org/10.1080/10645578.2017.1404352 DOI: https://doi.org/10.1080/10645578.2017.1404352
Cameron, Fiona (2005). Contentiousness and shifting knowledge paradigms: The roles of history and science museums in contemporary societies. Museum Management and Curatorship, 20(3), 213–233. https://doi.org/10.1080/09647770500502003 DOI: https://doi.org/10.1080/09647770500502003
Charmaz, Kathy (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE.
Colombo Junior, Pedro D., & Marandino, Martha (2020). Museus de ciências e controvérsias sociocientíficas: Reflexões necessárias. JCOMAL, 3(01), A02. https://doi.org/10.22323/3.03010202 DOI: https://doi.org/10.22323/3.03010202
Creswell, John W. (2010). Projeto de pesquisa: Métodos qualitativo, quantitativo e misto (3.ª ed.). Artmed.
Falk, John H., Dierking, Lynn D., & Foutz, Susan (2007). In principal, in practice: Museum as learning institutions. Altamira Press. DOI: https://doi.org/10.5771/9780759113794
Glăveanu, Vlad P., & Lahlou, Saadi (2012). Through the creator’s eyes: Using the subjective camera to study craft creativity. Creativity Research Journal, 24(2-3), 152–162. https://doi.org/10.1080/10400419.2012.677293 DOI: https://doi.org/10.1080/10400419.2012.677293
Gutwill, Josh (2007). Preliminary tracking and timing results from SMM workshop. Exploratorium.
Haywood, Naomi, & Cairns, Paul (2006). Engagement with an interactive museum exhibit. In Tom McEwan, Jan Gulliksen, & David Benyon (Eds.), People and computers XIX: The bigger picture (pp. 113–129). Springer. https://doi.org/10.1007/1-84628-249-7_8 DOI: https://doi.org/10.1007/1-84628-249-7_8
Heath, Christian, & vom Lehn, Dirk (2008). Configuring “interactivity”: Enhancing engagement in science centres and museums. Social Studies of Science, 38(1), 63–91. https://doi.org/10.1177/0306312707084152 DOI: https://doi.org/10.1177/0306312707084152
Hein, George (1998). Learning in the museum. Routledge.
Hooper-Greenhill, Eilean (1994). Museum communication: An introductory essay. In Eilean Hooper-Greenhill (Ed.), The educational role of the museum (pp. 9–17). Routledge.
Kersting, Magdalena, Steier, Rolf, & Venville, Grady (2021). Exploring participant engagement during an astrophysics virtual reality experience at a science festival. International Journal of Science Education, Part B, 11(1), 17–34. https://doi.org/10.1080/21548455.2020.1857458 DOI: https://doi.org/10.1080/21548455.2020.1857458
Lakatos, Eva M., & Marconi, Marina A. (2007). Metodologia científica: Ciência e conhecimento científico, métodos científicos, teoria, hipóteses e variáveis, metodologia jurídica (5.ª ed.). Atlas.
Lima, Guilherme, & Rocha, Jéssica N. (2021). Interações discursivas entre educadores museais e estudantes: Um estudo de caso em um museu de ciências a partir das contribuições de Bakhtin e do círculo. Revista Brasileira de Pesquisa em Educação em Ciências, 21(2021), e21788. https://doi.org/10.28976/1984-2686rbpec2021u3163 DOI: https://doi.org/10.28976/1984-2686rbpec2021u3163
Massarani, Luisa, Fazio, María Eugenia, Rocha, Jessica N., Dávila, Analía, Espinosa, Susana, & Bognanni, Fabián A. (2019). La interactividad en los museos de ciencias, pivote entre expectativas y hechos empíricos: El caso del Centro Interactivo de Ciencia y Tecnología Abremate (Argentina). Ciência & Educação, 25(2), 467–484. https://doi.org/10.1590/1516-731320190020012 DOI: https://doi.org/10.1590/1516-731320190020012
Massarani, Luisa, Reznik, Gabriela, Rocha, Jessica N., Falla, Sigrid, Rowe, Shawn, Martins, Alanna D., & Amorim, Luis Henrique (2019). A experiência de adolescentes ao visitar um museu de ciência: Um estudo no museu da vida. Ensaio Pesquisa em Educação em Ciências, 21, e10524. https://doi.org/10.1590/1983-21172019210115 DOI: https://doi.org/10.1590/1983-21172019210115
Massarani, Luisa, Scalfi, Graziele, Rocha, Jessica N., Luz, Rafael, & Marandino, Martha (2021). A experiência interativa de famílias em um museu de ciências: Um estudo no Museu de Ciência e Tecnologia de Porto Alegre. Investigações em Ensino de Ciências, 26(1), 261–284. https://doi.org/10.22600/1518-8795.ienci2021v26n1p261 DOI: https://doi.org/10.22600/1518-8795.ienci2021v26n1p261
McCallie, Ellen, Bell, Larry, Lohwater, Tiffany, Falk, John H., Lehr, Jane L., Lewenstein, Bruce V., Needham, Cynthia, & Wiehe, Ben (2009). Many experts, many audiences: Public engagement with science and informal science education. A CAISE inquiry group report. Center for Advancement of Informal Science Education (CAISE). http://caise.insci.org/uploads/docs/public_engagement_with_science.pdf
McCallie, Ellen, Simonsson, Elin, Gammon, Ben, Nilsson, Katrina, Lehr, Jane, & Davies, Sarah (2007). Learning to generate dialogue: Theory, practice, and evaluation. Museums & Social Issues, 2(2), 165–184. https://doi.org/10.1179/msi.2007.2.2.165 DOI: https://doi.org/10.1179/msi.2007.2.2.165
National Academy of Engineering Committee on Technological Literacy. (2002). Technically speaking: Why all Americans need to know more about technology. The National Academy Press.
National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. National Academies Press.
Novak, Magdalena, Gramser, Siëlle, Köster, Sandra, Ceseña, Feliza, Gerber-Hirt, Sabine, Schwan, Stephan, & Lewalter, Doris (2024). Presenting a socio-scientific issue in a science and technology museum: Effects on interest, knowledge and argument repertoire. Science Education, 108, 107–122. https://doi.org/10.1002/sce.21830 DOI: https://doi.org/10.1002/sce.21830
Oliveira, Bianca H. (2020). Participação social em museus de ciências: Um diálogo em construção [Dissertação de mestrado, Universidade de São Paulo]. USP - Biblioteca Digital de Teses e Dissertações. https://doi.org/10.11606/D.81.2020.tde-17062020-165124 DOI: https://doi.org/10.11606/D.81.2020.tde-17062020-165124
Reich, Christine, Bell, Larry, Kollman, Elizabeth, & Chin, Elissa (2007). Fostering civic dialogue: A new role for science museums? Museums & Social Issues, 2(2), 207–220. https://doi.org/10.1179/msi.2007.2.2.207 DOI: https://doi.org/10.1179/msi.2007.2.2.207
Rowe, Shawn (2018). Are families talking about conservation at live animal exhibits? Analyzing family and professional conservation discourse [Doctoral dissertation, Oregon State University]. ScholarsArchive@OSU. https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/4q77fx046
Rowe, Shawn, & Kisiel, James (2012). Family engagement at aquarium touch tanks: Exploring interactions and the potential for learning. In Eva Davidsson & Anders Jakobsson (Eds.) Understanding interactions at science centers and museums (pp. 63–77). SensePublishers. https://doi.org/10.1007/978-94-6091-725-7_5 DOI: https://doi.org/10.1007/978-94-6091-725-7_5
Schwan, Stephan, Grajal, Alejandro, & Lewalter, Doris (2014). Understanding and engagement in places of science experience: Science museums, science centers, zoos, and aquariums. Educational Psychologist, 49(2), 70–85. https://doi.org/10.1080/00461520.2014.917588 DOI: https://doi.org/10.1080/00461520.2014.917588
SESI Lab. (2025). Pesquisa Timing & Tracking: Conduzida por escuta projetos educacionais [Relatório interno não publicado].
Shaby, Neta, Assaraf, Orit B.-Z., & Tal, Tali (2019). Engagement in a science museum: The role of social interactions. Visitor Studies, 22(1), 1–20. https://doi.org/10.1080/10645578.2019.1591855 DOI: https://doi.org/10.1080/10645578.2019.1591855
Shrapnel, Emma (2012). Engaging young adults in museums: An audience research study. Australian Museum. https://media.australian.museum/media/dd/Uploads/Documents/26111/Final+Project.e3d7707.pdf
Simon, Nina (2010). The participatory museum. Museum 2.0.
Westheimer, Joel, & Kahne, Joseph (2004a). Educating the “good” citizen: Political choices and pedagogical goals. PS: Political Science and Politics, 37(2), 241–247. https://doi.org/10.1017/S1049096504004160 DOI: https://doi.org/10.1017/S1049096504004160
Westheimer, Joel, & Kahne, Joseph (2004b). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269. https://doi.org/10.3102/00028312041002237 DOI: https://doi.org/10.3102/00028312041002237
Wynne, Brian (1995). Public understanding of science. In Sheila Jasanoff, Gerald E. Markle, James C. Petersen & Trevor Pinch (Eds.), Handbook of science and technology studies (pp. 361–388). SAGE.
Yin, Robert K. (2005). Estudo de caso: Planejamento e métodos (3.ª ed.). Bookman.