Los museos de ciencias: alcances y perspectivas en el campo educativo
The science museums: scope and perspectives in the educational field
Museus de ciência: alcance e perspectivas no campo educacional
Resumo (pt)
Objetivo: Reconhecer o alcance e as perspectivas educativas nos museus de ciência. Metodologia: foi realizada uma revisão sistemática
exploratória sob a metodologia prisma, permitindo-nos analisar 105 artigos publicados na Web of Science, na ebsco e nas bases de dados
do Google Scholar entre 2010 e 2021. Resultados: foram identificados avanços tecnológicos, experiências de formação de professores e
interação discursiva, mudança de concepções e atitudes, processos de inclusão e divulgação de factos científicos e experiências
pedagógicas em museus. Conclusões: Os museus de ciência são espaços de aprendizagem que mobilizam conceitos, experiências e emoções para a educação científica e a formação cultural; contudo, é ainda necessário ligar toda a sociedade e explorar outras funções dos museus, principalmente do ponto de vista político, económico e simbólico.
Resumo (en)
Objective: Recognize the scope and educational perspectives in science museums. Methodology: was an exploratory systematic review carried out under the prisma methodology, that allowed the
analysis of 105 articles published in the Web of Science, ebsco and Google Scholar databases between 2010 and 2021. Results: were identified technological advances, experiences of teacher training and discursive interaction, change of conceptions and attitudes, processes of inclusion and dissemination of scientific facts and pedagogical experiences in museums. Conclusions: Science museums are learning
spaces that mobilize concepts, experiences and emotions for scientific education and cultural formation; however, it is still necessary to link
the whole of society and explore other functions of museums, mainly from a political, economic and symbolic perspective.
Resumo (es)
Objetivo: Reconocer los alcances y las perspectivas educativas en los museos de ciencia. Metodología: se realizó una revisión sistemática exploratoria bajo la metodología prisma, permitiendo analizar 105 artículos publicados en las bases de datos Web of Science, ebsco y Google Scholar entre los años 2010 al 2021. Resultados: se identificaron los avances tecnológicos, experiencias de formación docente e interacción discursiva, cambio de concepciones y actitudes, procesos de inclusión y divulgación de hechos científicos y experiencias pedagógicas en los museos. Conclusiones: Los museos de ciencia son espacios de aprendizaje que movilizan conceptos, experiencias y emociones para la educación científica y la formación cultural; sin embargo, aún se hace necesario vincular a toda la sociedad y explorar otras funciones propias de los museos, principalmente desde la perspectiva política, económica y simbólica.
Referências
Achiam, M., & Sølberg, J. (2016). Nine meta-functions for science museums and science centres Nine meta-functions for science museums and science centres. Museum Management and Curatorship, 1–21. https://doi.org/10.1080/0964777.
1266282
Allison, D. B. (2019). Museums and School Group Chaperones : A New Future for an Old Role Museums and School Group Chaperones : A New Future for an. Journal of Museum Education, 44(4), 409–417. https://doi.org/10.1080/10598650.2019.1
Alpert, C. (2018). So You Want to Share Your Science .... Connecting to the World of Informal Science Learning. Integrative and Comparative Biology, 58(1), 85–93. https://doi.org/10.1093/icb/icy008
Alvarez, D., Marfil, R., & Báez, C. (2019). Investigación de impacto sobre la formación en mediación y educación en museos: análisis de la Web of Science. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 22(1), 121–144. https://doi.org/10.6018/reifop.22.1.357731
Alzate, M., & Guevara, M. (2021). La indagación como herramienta de enseñanza en el museo de ciencias naturales: Un estudio de caso acerca del fortalecimiento de las prácticas de guianza. Revista Eureka Sobre Enseñanza y Divulgación de
Las Ciencias, 18(3), 1–20. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i3.3103
Andrés, A., & García, E. (2018). Lo que está por venir : pasado , presente y futuro de las experiencias. Padres y Maestros, 375. https://doi.org/pym.i375.y2018.005
Angulo, F., Zapata, L., Soto, C. A., Quintero, S. M., Ceballos, A. F., Cardona, F., & Cifuentes, L. J. (2012). ¿Contribuyen Los Talleres En El Museo De Ciencias a Fomentar Actitudes Haciala Conservación Del Ambiente? Ensenanza de Las Ciencias, 30(3), 53–70.
Arbués, E. (2015). Aprender a enseñar ciencias en la universidad. Algunas propuestas metodológicas. Opcion, 31(6), 55–73.
Archer, L., Dawson, E., Seakins, A., & Wong, B. (2016). Disorientating , fun or meaningful ? Disadvantaged families “ experiences of a science museum visit. Cultural Studies of Science Education, 11(4), 917–939. https://doi.org/10.1007/s11422-015-9667-7
Arrieta, M., & Duque, K. (2018). Del museo a la escuela: “la maleta viajera de pequeños astrónomos.” Educación y Ciencia, 295–300.
Asensi, J. (2016). El Museo de la Educación y su entorno cultural, educativo, lúdico y turístico. Aula, 22, 117–131. https://doi.org/10.14201/aula201622117131
Bailey, E. B. (2006). Researching Museum Educators“ Perceptions of their Roles, Identity, and Practice. Journal of Museum Education, 31(3), 175–197. https://doi.org/10.1080/10598650.2006.11510545
Banchoff, C., Fava, L., & Martin, S. (2021). Realidad aumentada y realidad virtual aplicadas a proyectos con fines sociales. XXIII Workshop de Investigadores En Ciencias de La Computación, 618–622.
Barbieri, L., Bruno, F., & Muzzupappa, M. (2017). Virtual museum system evaluation through user studies. Journal of Cultural Heritage, 26, 101–108. https://doi.org/10.1016/j.culher.2017.02.005
Bevan, B., & Dillon, J. (2010). Broadening Views of Learning: Developing Educators for the 21st Century Through an International Research Partnership at the Exploratorium and King“s College London. The New Educator, 6(3–4), 167–180.
https://doi.org/10.1080/1547688X.2010.10399599
Bickmore, T., Vardoulakis, L., & Schulman, D. (2013). Tinker: a relational agent museum guide. Autonomous Agents and Multi-Agent Systems, 27(2), 254–276. https://doi.org/10.1007/s10458-012-9216-7
Blanco, C. (2021). Centros de ciencia en Colombia: intercambio de conocimiento tácito entre los mediadores y el público en la comunicación de la ciencia. Revista Interamericana de Investigación Educación y Pedagogía, 14(2), 317–371. https://doi.org/10.15332/25005421.6641
Briceño Martínez, J., & Tafur Sequera, M. (2011). Caracterización del diálogo guía-estudiante en un Museo Interactivo de Ciencia y Tecnología de Bogotá (Colombia).REEC: Revista Electrónica de Enseñanza de Las Ciencias, 10(2), 289–306.
Campos, M. (2017). Audiovisual at the National Archaeological Museum : exhibition and education devises. Revista de Investigaciones e Innovaciones Educativas, 45, 23–38.
Carrión, C., Posadas, P., & Ros, M. (2019). El cambio curricular de las carreras de la Licenciatura en Biología en la Facultad de Ciencias Naturales y Museo ( UNLP). Trayectorias Universitarias, 5(9), 1–14. https://doi.org/10.24215/24690090e013
Chernova, S., DePalma, N., Morant, E., & Breazeal, C. (2011). Crowdsourcing human-robot interaction: Application from virtual to physical worlds. 2011 RO-MAN,21–26. https://doi.org/10.1109/ROMAN.2011.6005284
Clark, M., Ensminger, D., Incandela, C., & Moisan, H. (2016). Reflections on Museums as Effective Field Sites for Teacher Candidates *. Journal of Museum Education,41(4), 329–340. https://doi.org/10.1080/10598650.2016.1219127
Cliffe, L., Mansell, J., Greenhalgh, C., & Hazzard, A. (2020). Materialising contexts: virtual soundscapes for real-world exploration. Personal and Ubiquitous Computing, 1–14. https://doi.org/10.1007/s00779-020-01405-3
Cooper, S., Green, A., Middleton, H., Berry, C., Buscicchio, R., Butler, E., Collins, C. J., Gettings, C., Hoyland, D., Jones, A., Lindon, J., Romero, I., Stevenson, S., Takeva, E., Vinciguerra, S., Vecchio, A., Mow, C., & Freise, A. (2021). An interactive gravitational-wave detector model for museums and fairs. American Journal of Physics, 89(7), 702–712. https://doi.org/10.1119/10.0003534
Dawson, E. (2014). “Not Designed for Us”: How Science Museums and Science Centers Socially Exclude Low-Income, Minority Ethnic Groups. Science Education, 98(6), 981–1008. https://doi.org/10.1002/sce.21133
Dawson, Emily, Archer, L., Seakins, A., Godec, S., DeWitt, J., King, H., Mau, A., & Nomikou, E. (2020). Selfies at the science museum: exploring girls“ identity performances in a science learning space. Gender and Education, 32(5), 664–681. https://doi.org/10.1080/09540253.2018.1557322
del Valle Rasino, M., Broiero, X. A., & Garcia, L. (2020). Ibero-American Virtual Museums in Spanish as contexts for the teaching and learning of science. Revista Eureka, 17(1), 1–21. https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2020.
V17.I1.1301
Delgado, A., & Fatima, M. (2020). La creatividad como proyecto en el contexto del museo: una mirada desde el desarrollo del potencial creativo en la infancia. Revista AMAzônica, 24(1), 358–380.
DeWitt, J., & Osborne, J. (2010). Recollections of Exhibits: Stimulated-recall interviews with primary school children about science centre visits.International Journal of Science Education, 32(10), 1365–1388. https://doi.org/10.1080/09500690903085664
Di Franco, P. D. G., Camporesi, C., Galeazzi, F., & Kallmann, M. (2015). 3D Printing and Immersive Visualization for Improved Perception of Ancient Artifacts. Presence: Teleoperators and Virtual Environments, 24(3), 243–264. https://doi.org/10.1162/
PRES_a_00229
Dilli, R., & Bapoğlu, S. (2015). Effect of Museum Education on Teaching Extinct Animals Lived in Anatolia to Pre-School Children. TED EĞİTİM VE BİLİM. https://doi.org/10.15390/EB.2015.4653
Donadio, S., & Ghezzi, G. (2019). Laboratorio sull“evoluzione basato sulla valorizzazione dell“elaborazione 3D di una fauna estinta dal sito del Royal Ontario Museum.Museología Scientífica, 113, 115–125.
Durksen, T., Martin, A., Burns, E., Ginns, P., Williamson, D., & Kiss, J. (2017). Conducting Research in a Medical Science Museum: Lessons Learned from Collaboration Between Researchers and Museum Educators. Journal of Museum Education,
(3), 273–283. https://doi.org/10.1080/10598650.2017.1339171
Espada, D. (2019). Un museo para un arte sin límites: mori building digital art museum. Diferents. Revista de Museus, 4, 74–83. https://doi.org/10.6035/Diferents.2019.4.5
Falk, J., & Dierking, L. (2013). The museum experience revisited. Left Coast Press. Faria, C., Guilherme, E., Gaspar, R., & Boaventura, D. (2015). History of Science and Science Museums. Science & Education, 24(7–8), 983–1000. https://doi.org/10.1007/s11191-015-9773-7
Franse, R., Schijndel, T., Plankman, T., & Raijmakers, M. (2021). Families“ experiments and conversations at an open-ended exhibit in a science museum: Individual characteristics and the influence of minimal guidance strategies. Science
Education, 105(4), 707–742. https://doi.org/10.1002/sce.21620
Galán, E., Lozano, O., Cota, A., Aparicio, P., Romero, A., & Miras, A. (2012). Uso de tecnoloǵıas móviles para la difusión y conocimiento de colecciones cient́ ıficas. Aplicación en el Museo de Geoloǵıa de la Universidad de Sevilla. Congreso Internacional de Innovación Docente Universitaria En Historia Natural, 392–399.
Gil, E. (2021). Consideraciones sobre el uso didáctico de los museos paleontológicos en educación secundaria. Jornadas de La SEP, 23(51: 59), 2–7.
Given, L. M., & McTavish, L. (2010). What“s Old Is New Again: The Reconvergence of Libraries, Archives, and Museums in the Digital Age. The Library Quarterly, 80(1), 7–32. https://doi.org/10.1086/648461
Godec, S. (2020). Home, school and the museum: shifting gender performances and engagement with science. British Journal of Sociology of Education, 41(2), 147–159. https://doi.org/10.1080/01425692.2019.1700778
Gronemann, S. (2017). Portable Tablets in Science Museum Learning: Options and Obstacles. Journal of Science Education and Technology, 26(3), 309–321. https://doi.org/10.1007/s10956-016-9680-y
Gruber, D. (2016). Medicalization of the Post-Museum: Interactivity and Diagnosis at the Brain and Cognition Exhibit. Journal of Medical Humanities, 37(1), 65–80. https://doi.org/10.1007/s10912-015-9336-6
Guerrero, R., & Vidaurrí, J. (2018). En busca de la motivación detrás del turismo oscuro. El caso de las momias de Guanajuato. Teoría y Praxis: Turismo, Negocios, Recursos Naturales, 24, 121–149. http://www.teoriaypraxis.uqroo.mx/doctos/
numero24/Guerrero,Alvarado,Vidaurri.pdf
Guy, C., Scholl, C., & Leger, E. (2021). Using Digitized Museum Collections to Investigate Population Variation in Plants. American Biology Teacher, 8(4), 235–239. https://doi.org/10.1525/aprox.2021.83.4.235
Habig, B., & Gupta, P. (2021). Authentic STEM research, practices of science, and interest development in an informal science education program. International Journal of STEM Education, 8(1), 57. https://doi.org/10.1186/s40594-021-00314-y
Hamilton, P., & Christian, E. (2020). Why Museums? Museums as Conveners on Climate Change. Journal of Museum Education, 45(1), 16–27. https://doi.org/10.1080/10598650.2020.1720375
Harris, E., & Winterbottom, M. (2018). ”Why do parrots talk?“ co-investigation as a model for promoting family learning through conversation in a natural history gallery. Journal of Biological Education, 52(1), 89–100. https://doi.org/10.1080/0
2017.1408934
Hermann, A., & Pérez, A. (2019). Narrativas digitales , relatos digitales y narrativas transmedia : revisión sistemática de literatura en educación en el contexto iberoamericano. Revista Espacios, 40(41), 1–5.
Hernández, F. (2011). Museo Y Ocio. Nuevos Paradigmas Para El Museo Del Siglo XXI. In C. C. de Borges (Ed.), II Seminario de Investigación en Museología de los Países de Lengua Portuguesa y Española (pp. 433–445). http://icom.museum/uploads/
tx_hpoindexbdd/ICOFOM-LAM_2_Seminario_museologia.pdf
Hodge, C. J. (2018). Decolonizing Collections-Based Learning : Experiential Observation as an Interdisciplinary Framework for Object Study. Museum Anthropology, 41(2),142–158. https://doi.org/10.1111/muan.12180
Hong, J.-C., Hwang, M.-Y., Chen, Y.-J., Lin, P.-H., Huang, Y.-T., Cheng, H.-Y., & Lee, C.-C. (2013). Using the saliency-based model to design a digital archaeological game to motivate players“ intention to visit the digital archives of Taiwan“s natural science museum. Computers & Education, 66, 74–82. https://doi.org/10.1016/j.compedu.2013.02.007
Hsu, T.-Y., Kuo, F.-R., Liang, H.-Y., & Lee, M.-F. (2016). Learning through Multi-touch Interfaces in Museum Exhibits: An Empirical Investigation. The Electronic Library, 34(6), 997–1012. https://doi.org/10.1108/EL-08-2015-0146
Hsu, T.-Y., & Liang, H.-Y. (2017). A cyclical learning model to promote children“s online and on-site museum learning. The Electronic Library, 35(2), 333–347.https://doi.org/10.1108/EL-01-2016-0021
Hsu, T.-Y., Liang, H., Chiou, C., & Tseng, J. C. (2018). CoboChild: a blended mobile game-based learning service for children in museum contexts. Data Technologies and Applications, 52(3), 294–312. https://doi.org/10.1108/DTA-05-2016-0042
Johnson, M., Chekour, A., Vaughn, A., & Taasoobshirazi, G. (2019). Softening the Landing: Approaches to Facilitating Conceptual Change for Science Museum Educators. Journal of Museum Education, 44(3), 325–331. https://doi.org/10.1080
/10598650.2019.1621647
Johnson, T. M. (2016). Let“s Get Virtual: An Examination of Best Practices to Provide Public Access to Digital Versions of Three-Dimensional Objects. Information Technology and Libraries, 35(2), 39. https://doi.org/10.6017/ital.v35i2.9343
Kiourt, C., Koutsoudis, A., Markantonatou, S., & Pavlidis, G. (2016). The ”synthesis“ virtual museum. Mediterranean Archaeology and Archaeometry, 16(5 Special Issue), 1–9. https://doi.org/10.5281/zenodo.204961
Kollmann, E., Reich, C., Bell, L., & Goss, J. (2013). Tackling Tough Topics: Using Socio- Scientific Issues to Help Museum Visitors Participate in Democratic Dialogue and Increase Their Understandings of Current Science and Technology. Journal of
Museum Education, 38(2), 174–186. https://doi.org/10.1080/10598650.2013.11510768
Krange, I., Silseth, K., & Pierroux, P. (2020). Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers. Cultural Studies of Science Education, 15(1), 241–263. https://doi.org/10.1007/s11422-
-9905-x
Kuscevic, D., Brajcic, M., & Talijan, Z. (2019). Students ́attitudes about the museum as a learning enviroment. Methodical Review, 26(1), 99–120. https://doi.org/10.21464/mes.26.1.8
Lane, C., Noren, D., Auerbach, D., Birch, M., & Swartout, W. (2011). Intelligent Tutoring Goes to the Museum in the Big City: A Pedagogical Agent for Informal Science Education. Lecture Notes in Computer Science (Including Subseries Lecture Notes
in Artificial Intelligence and Lecture Notes in Bioinformatics), 6738 LNAI, 155–162.https://doi.org/10.1007/978-3-642-21869-9_22
Laranjeiras, C., Portela, S., & Ribeiro, L. (2018). Enseñanza y divulgación de la ciencia en la integración universidad-escuela : una experiencia en Brasil. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 15(2), 1–10. https://doi.
org/10.25267/Rev
Lau, M., & Sikorski, T. R. (2018). Dimensions of Science Promoted in Museum Experiences for Teachers. Journal of Science Teacher Education, 29(7), 578–599.https://doi.org/10.1080/1046560X.2018.1483688
Lawson, C., Cook, M., Dorn, J., & Pariso, B. (2018). A STEAM-Focused Program to Facilitate Teacher Engagement Before, During, and After a Fieldtrip Visit to a Children“s Museum. Journal of Museum Education, 43(3), 236–244. https://doi.or
g/10.1080/10598650.2018.1474421
Letourneau, S., Meisner, R., Neuwirth, J., & Sobel, D. (2017). What Do Caregivers Notice and Value About How Children Learn Through Play In a Children“s Museum? Journal of Museum Education, 42(1), 87–98. https://doi.org/10.1080/1
2016.1260436
MacDonald, E., Johnson, V., Gillies, M., & Johnston, D. (2017). The impact of a museum-based hazard education program on students, teachers and parents. International Journal of Disaster Risk Reduction, 21, 360–366. https://doi.
org/10.1016/j.ijdrr.2017.01.010
Marandino, M., & Diaz, P. (2011). De Museos De Ciencias : Implicaciones Para Educación En Museos. Investigación Didáctica, 29(2), 221–236.
Marandino, M., & Diaz Rocha, P. E. (2011). La Biodiversidad En Exposiciones Inmersivas De Museos De Ciencias: Implicaciones Para Educación En Museos Investigación Didáctica. Enseñanza De Las Ciencias, 29(2), 221–236.
Martin, A. J., Durksen, T. L., Williamson, D., Kiss, J., & Ginns, P. (2016). The role of a museum-based science education program in promoting content knowledge and science motivation. Journal of Research in Science Teaching, 53(9), 1364–
https://doi.org/10.1002/tea.21332
Massarani, L., Norberto, J., Scalfi, G., Silveira, Y., Cruz, W., & Lage, L. (2021). Families Visit the Museum: A Study on Family Interactions and Conversations at the Museum of the Universe – Rio de Janeiro (Brazil). Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.669467
Meza, I., Pérez, E., Salinas, L., Aviles, H., & Pineda, L. (2010). A Multimodal Dialogue System for Playing the Game Guess the card. Procesamiento Del Lenguaje Natural, 44, 131–138.
Milovanov, K., Nikitina, E., Sokolova, N., & Sergeyeva, M. (2017). The creative potential
of museum pedagogy within the modern society. Espacios, 38(40).
Mizuno, S., Tsukada, M., & Uehara, Y. (2017). Developing a stereoscopic CG system with motion parallax and interactive digital contents on the system for science museums. Multimedia Tools and Applications, 76(2), 2515–2533. https://doi.
org/10.1007/s11042-015-3236-7
Navas, A., & Pedretti, E. (2017). Preventing Youth Pregnancy: Dialogue and Deliberation in a Science Museum Exhibit. Canadian Journal of Science, Mathematics and Technology Education, 17(4), 271–287. https://doi.org/10.1080/14926156.2017.1
Neitzel, A., Uriarte, M., & Franklin, K. (2020). O museu de ciências como espaço de provocação dos sentidos. EccoS – Revista Científica, 53, e16792. https://doi.org/10.5585/eccos.n53.16792
Oliveira, T., Consort, K., Bevilacqua, G., Kurtenbach, E., Araujo, T., & Coutinho-Silva.(2019). The giant artery: blood and blood vessels in a science museum. Journal of Biological Education, 1–19. https://doi.org/10.1080/00219266.2019.1707259
Pardo, P. (2011). Las colecciones como recurso para el aprendizaje de las Ciencias. Enseñanza de Las Ciencias de La Tierra, 19(2), 204–209.
Pastor, M., & Fernández, M. (2009). “El museo como contexto educativo en la infancia y adolescencia.” INFAD. Revista de Psicología, 2(1), 99–106. http://infad.eu/RevistaINFAD/2009/n1/volumen2/INFAD_010221_99-106.pdf
Pedreira, M., & Márquez, C. (2015). Puc tocar? Análisis de una propuesta educativa 0-6 en un museo de ciencias. Revista de Museologia, 64, 64–72.
Peleg, R., & Baram, A. (2017). Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences. Journal of Science Education and Technology, 26(6), 561–581. https://doi.org/10.1007/s10956-017-9698-9
Pereira, B., & Valle, M. (2017). O discurso museológico e suas tipologias em um museu de história natural. Ciência & Educação, 23(4), 835–849. https://doi.org/10.1590/1516-731320170040004
Pérez, Y., & Chamizo, J. (2011). Los museos: un instrumento para el Aprendizaje Basado en Problemas (ABP). Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias., 8(3), 312–322. https://doi.org/10.25267/rev_eureka_ensen_divulg_
cienc.2011.v8.i3.07
Pickering, J., Ague, J. J., Rath, K. A., Heiser, D. M., & Sirch, J. N. (2012a). Museum-based teacher professional development: Peabody Fellows in Earth science. Journal of Geoscience Education, 60(4), 337–349. https://doi.org/10.5408/11-241.1
Pickering, J., Ague, J., Rath, K., Heiser, D., & Sirch, J. (2012b). Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science. Journal of Geoscience Education, 60(4), 337–349. https://doi.org/10.5408/11-241.1
Pohawpatchoko, C., Colwell, C., Powell, J., & Lassos, J. (2017). Developing a Native Digital Voice: Technology and Inclusivity in Museums. Museum Anthropology,40(1), 52–64. https://doi.org/10.1111/muan.12130
Rader, K. (2019). From Watchful Grasshopper s to Rat Basketball : Pedagogical Lessons from the History of Live Animal Displays in Science Museums. Journal of Museum Education, 44(4), 368–378. https://doi.org/10.1080/10598650.2019.1663684
Recupero, A., Talamo, A., Triberti, S., & Modesti, C. (2019). Bridging museum mission to visitors“ experience: Activity, meanings, interactions, technology. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02092
Rocha, V., Schall, V., & Lemos, E. (2010). A contribuição de um museu de ciências na formação de concepções sobre saúde de jovens visitantes. Interface -Comunicação, Saúde, Educação, 14(32), 183–196. https://doi.org/10.1590/S1414-32832010000100015
Rodríguez, I., & Campos, M. (2021). La Exposición como Sustrato para la Educación Ambiental de un Museo de Historia Natural. Ciência & Educação (Bauru), 27,1–16. https://doi.org/10.1590/1516-731320210002
Santacana, J., Llonch, N., & Martín, C. (2018). Aprendendo ciência pela arqueologia pré-histórica: uma experiência didática no museu. ETD - Educação Temática Digital, 20(3), 604–622. https://doi.org/10.20396/etd.v20i3.8651711
Saxman, L., Gupta, P., & Steinberg, R. (2010). CLUSTER: University-Science Center Partnership for Science Teacher Preparation. The New Educator, 6(3–4), 280–296.https://doi.org/10.1080/1547688X.2010.10399606
Silva, G., Ferreira, L., & Breviglieri, E. (2019). Desing Inclusivo em Centros e Museos de Ciencias: um estudo no campus da Fiocruz, RJ, Brasil. Interciencia, 44(1), 629–636.
Smetana, L., Birmingham, D., Rouleau, H., Carlson, J., & Phillips, S. (2017). Cultural Institutions as Partners in Initial Elementary Science Teacher Preparation. Innovations in Science Teacher Education, 2(2), 1–10.
Soler, S., & Chica, A. (2014). Museos para todos: evaluación de una guía audiodescriptiva para personas con discapacidad visual en el museo de ciencias. Revista Española de Discapacidad, 2(2), 145–167. https://doi.org/10.5569/2340-5104.02.02.08
Spinelli, P. F., & Germano, A. P. (2019). Towards Gender Equality: Girls“ Day at the Museum of Astronomy and Related Sciences. Communicating Astronomy with the Public Journal, 1(25), 23–27.
Stetson, R., & Stroud, N. (2014). Pre-Service Teacher Training at the Museum School. Journal of Museum Education, 39(1), 67–77. https://doi.org/10.1080/10598650.2014.11510796
Sugiura, A., Kitama, T., Toyoura, M., & Mao, X. (2019). The Use of Augmented Reality Technology in Medical Specimen Museum Tours. Anatomical Sciences Education, 12(5), 561–571. https://doi.org/10.1002/ase.1822
Tagüeña, J. (2005). Los museos latinoamericanos de ciencia y la equidad. História, Ciências, Saúde-Manguinhos, 12, 419–420. https://doi.org/10.1590/s010459702005000400022
Toftdal, M., Kirk, S., & Pécseli, B. (2018). ”Once upon a time ago“: An Interdisciplinary Collaboration Between Archaeology, Museology and Pedagogy. Public Archaeology, 17(4), 193–206. https://doi.org/10.1080/14655187.2019.1680033
Ulvay, G., & Ozcul, A. (2017). Museum Education “ s Contribution to Multicultural Education. International Journal of Economic Perspectives, 11(1), 639–652.
Van, D., Land, A., & Damsma, W. (2018). Authenticity matters: Children look beyond appearances in their appreciation of museum objects. International Journal of Science Education, 8(4), 325–339. https://doi.org/10.1080/21548455.2018.1497218
Wilson, P. F., Stott, J., Warnett, J. M., Attridge, A., Smith, M. P., & Williams, M. A. (2017). Evaluation of Touchable 3D-Printed Replicas in Museums. Curator: The Museum Journal, 60(4), 445–465. https://doi.org/10.1111/cura.12244
Wysocki, M. A. (2019). The status of natural history museums“ utilisation of inclusive Meducation practices in the United States of America. Museum Management and Curatorship, 34(2), 201–210. https://doi.org/10.1080/09647775.2018.1550664
Zabala, M. (2016). Construcción de un programa extensionista entre el Museo de Antropología y los institutos de formación docente :”Necesito observar una visita guiada”. Extensión En Red, 7. http://perio.unlp.edu.ar/ojs/index.php/extensionenred FPyCS
Zabala, M., & De Carli, M. (2015). RMA. Revista Del Museo de Antropología, 8(1), 125–132.
Zabala, M., Zabalza, P., & Armesto, A. (2017). “Educación en otros espacios” Reflexiones en torno a la propuesta de formación entre los ISFD de Córdoba y el Museo de Antropología (FFyH-UNC). Educación, Formación e Investigación, 3(5), 207–219.
Como Citar
Licença
Copyright (c) 2023 Revista Interamericana de Investigación Educación y Pedagogía RIIEP
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Los autores mantienen los derechos sobre los artículos y por tanto son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:
Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).
RIIEP está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
La Universidad Santo Tomás conserva los derechos patrimoniales de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia anteriormente mencionada.
