Conversas em família sobre dinossauros em uma exposição no Museu Nacional de História Natural e Ciência, em Portugal
DOI:
https://doi.org/10.14244/reveduc.v18i1.6225Palabras clave:
Museus, Dinossauros, Crianças, Famílias, ExposiçõesResumen
Los dinosaurios son un símbolo clásico de los museos de ciencia e historia natural que fascinan a adultos y niños por igual. Nuestro objetivo de este estudio cuantitativo-cualitativo fue identificar los tipos de conversaciones e interacciones presentes en una visita familiar a una exhibición de dinosaurios. Participaron en el estudio un total de cinco grupos familiares (n = 17) que visitaron el Museo Nacional de Historia Natural y Ciencias (MUHNAC) en Lisboa (Portugal). Las familias registraron sus visitas a través de una cámara subjetiva y el material audiovisual se analizó desde la perspectiva del niño para comprender cómo influyen y dan sentido a las experiencias de la familia. Los resultados proporcionan evidencia de que las interacciones y conversaciones tuvieron lugar con los niños participando activamente en la experiencia de las familias, a menudo iniciando conversaciones, dirigiendo la atención del grupo y haciendo preguntas. Los niños también demostraron conocimientos que los adultos no tenían al reconocer y nombrar especies y brindar información adicional sobre los hábitos y comportamientos de los dinosaurios. De esta forma, consideramos que la exposición “Entre Dinosaurios” apoyó el involucramiento de las familias, generando espacios de diálogo sobre ciencia y conexiones con experiencias previas que dieron sentido a la experiencia familiar.
Métricas
Citas
BARBA, R. H. B. Children’s Tacit and Explicit Understandings of Dinosaurs National Association of Research in Science Teaching. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching (April 1995), 1995, 14p. Disponível em: https://files.eric.ed.gov/fulltext/ED388510.pdf Acesso em: 22 ago. 2022.
BONITO, J., MORGADO, M., SILVA, M., FIGUEIRA, D., SERRANO, M., MESQUITA, J.; REBELO, H. Metas curriculares. Ensino Básico. Ciências Naturais. 5.º, 6.º, 7.º e 8.º anos. Lisboa: Ministério da Educação e Ciência, 2013.
BRISEÑO-GARZÓN, A. Exploring family learning in a Mexican science museum from a Latin American socio-cultural perspective (Doctoral dissertation). University of British Columbia, British Columbia, Canada. Recuperado de https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0055267
BURRIS, A. A Child’s-Eye View: An Examination of Point-of-View Camera Use in Four Informal Education Settings. Visitor Studies, v.20, n.2, p.218–237, 2017.
CALLANAN, M.; JIPSON, J. L. Explanatory conversations and young children’s developing scientific literacy. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp.21-49). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
CALLANAN, M.; VALLE, A. Co-constructing conceptual domains through family conversations and activities. In B. H. Ross (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 147–165). Elsevier Academic Press, 2008.
COLEY, J. D. Where the wild things are: Informal experience and ecological reasoning. Child Development, v. 83, n.3, p.992–1006, 2012.
CONDAMINE, F.L., GUINOT, G., BENTON, M. J.; CURRIE, F. Dinosaur biodiversity declined well before the asteroid impact, influenced by ecological and environmental pressures. Nat Commun, v.12, 2021
CONSTITUTION, U. S. S.; BOSTON, M. (n.d.). Engage Families. Disponível em: https://engagefamilies.org Acesso em: 12 jun. 2022.
CRESWELL, J. Qualitative, quantitative, and mixed methods approach. In J. W. Creswell. Research design, Los Angeles: SAGE Publication, 2013.
CROWLEY, K. Building islands of expertise in everyday family activity: Musings on family learning in and out of museums. Museum Learning Collaborative Technical Report (MLC-05). Pittsburgh, PA: Learning Research & Development Center, University of Pittsburgh, 2000.
CROWLEY, K.; JACOBS, M. Building islands of expertise in everyday family activity: Musings on family learning in and out of museums. Learning Conversations in Museums, (pp.1–23), 2000.
CROWLEY, K., CALLANAN, M. A., JIPSON, J. L., GALCO, J., TOPPING, K.; SHRAGER, J.). Shared scientific thinking in everyday parent - Child activity. Science Education, v. 85, n.6, 712–732, 2001.
DELICADO, A. Scientific controversies in museums: Notes from a semi-peripheral country. Public Understanding of Science, v.18, n.6, p.759–767, 2009.
DIAMOND, J.; SCOTCHMOOR, J. Exhibiting Evolution. Museums & Social Issues, v.1, n.1, p.21–48, 2006.
DOOLEY, C. M. M.; WELCH, M. M. Nature of Interactions Among Young Children and Adult Caregivers in a Children’s Museum. Early Childhood Education Journal, v., n. 422, p.125–132, 2004.
EVANS, E. M. Teaching and learning about evolution. In Diamond, J. (Ed.) The Virus and the Whale: Explore Evolution in Creatures Small and Large. NSTA Press: Arlington, VA, 2005.
FALK, J. H.; DIERKING, L. D. The museum experience. Washington, D.C: Whalesback Books, 1992.
FENDER, J. G.; CROWLEY, K. How parent explanation changes what children learn from everyday scientific thinking. Journal of Applied Developmental Psychology, v.28, n.3, p.189–210, 2007.
GLĂVEANU, V. P.; LAHLOU, S. Through the Creator’s Eyes: Using the Subjective Camera to Study Craft Creativity. Creativity Research Journal - CREATIVITY RES J, v.24, p.152–162, 2012.
GUTWILL, J. P.; ALLEN, S. Facilitating family group inquiry at science museum exhibits. Science Education, v.94, n.4, p.710–742, 2010.
HADEN, C. A., JANT, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R.; Gaskins, S. Supporting family conversations and children’s STEM learning in a children’s museum. Early Childhood Research Quarterly, v. 29, n.3, p.333-344, 2014.
ISZLAJI, C. A criança nos museus de ciências: análise da exposição Mundo da Criança do Museu de Ciência e Tecnologia da PUCRS. 2012, 256f. Dissertação (Mestrado). Ensino de Ciências (Física, Química e Biologia), Universidade de São Paulo, São Paulo, 2012.
IZAGUIRRY, B.B.D.; ZIEMANN, D.R.; MULLER, R.T.; DOCKHORN, J.; PIVOTTO, O.L.; COSTA, F.M.; ALVES, B.S.; ILHA, A.L.R.; STEFENON, V.M.; DIAS-DA-SILVA, S.A Paleontologia na escola: uma proposta lúdica e pedagógica em escolas do município de São Gabriel, RS. Cadernos da Pedagogia, v.13, p. 2-16, 2013.
LAHLOU, S. How can we capture the subject’s perspective? An evidence-based approach for the social scientist. Social Science Information, v.50, n.3–4, p.607–655, 2011.
LEGARE, C. H., & LOMBROZO, T. Selective effects of explanation on learning during early childhood. Journal of experimental child psychology, 126, p. 198–212, 2014.
LEINHARDT, G.; CROWLEY, K. Objects of Learning, Objects of Talk: Changing Minds in Museums, In: S. Paris (Ed.) Multiple Perspectives on Children’s Object-Centered Learning (pp. 2-19). Mahwah, NJ: Lawrence Erlbaum Associates 2001.
LOMBROZO T. The structure and function of explanations. Trends in cognitive sciences, v.10, n.10, p.464–470, 2006.
MATEUS, S. Exposições de Dinossauros em Portugal Comunicar Paleontologia, Métodos e Problemáticas. Estudos Em Comunicação, v.21, p.165–175, 2015.
MINAYO, M.; SANCHES, O. Quantitative and Qualitative Methods: Opposition or Complementarity? Cad. Saúde Públ., Rio de Janeiro, v.9, n.3, p. 239-262, 1993.
NAMY, L. L.; GENTNER, D. Making a silk purse out of two sow's ears: Young children's use of comparison in category learning. Journal of Experimental Psychology: General, v.131, n.1, p.5–15, 2012.
PALMQUIST, S. D. From dinosaurs to disciplinary thinking: Exploring the impact of children’s knowledge on family learning talk in a designed learning environment. Dissertation Abstracts International: Section B: The Sciences and Engineering, 2012.
PALMQUIST, S. D.; CROWLEY, K. From teachers to testers: How parents talk to novice and expert children in a natural history museum. Science Education, v. 91, n. 5, p. 783-804, 2007.
PISCITELLI, B.; ANDERSON, D. Young children’s perspectives of museum settings and experiences. Museum Management and Curatorship, v.19, n.3, p.269–282, 2001.
SALMI, H., THUNEBERG, H., & VAINIKAINEN, M. P. Learning with dinosaurs: a study on motivation, cognitive reasoning, and making observations. International Journal of Science Education, Part B: Communication and Public Engagement, v.7, n.3, 203–218, 2017.
SWARTZ, M. I; CROWLEY, K. Parent Beliefs about Teaching and Learning in a Children’s Museum. Visitor Studies Today, v.7, n.2, 4–16, 2004.
TARE, M., FRENCH, J., FRAZIER, B. N., DIAMOND, J.; EVANS, E. M. Explanatory parent-child conversation predominates at an evolution exhibit. Science Education, v.95, n.4, p.720-744, 2011
TAYLOR, L. A brief history of dioramas. Pacific Discovery, v.42, n.21, 30–35, 1989.
TENENBAUM, H. R., SNOW, C. E., ROACH, K., KURLAND, B. Talking and reading science: Longitudinal data on sex differences in mother–child conversations in low-income families. Journal of Applied Developmental Psychology, v.26, n.1, p.19, 2005.
TUNNICLIFFE, S. D. Conversations of family and primary school groups at robotic dinosaur exhibits in a museum: What do they talk about? International Journal of Science Education, v.22, n.7, p.739–754, 2000.
WILLARD, A. K., BUSCH, J. T. A., CULLUM, K. A., LETOURNEAU, S. M., SOBEL, D. M., CALLANAN, M.; LEGARE, C. H. Explain This, Explore That: A Study of Parent–Child Interaction in a Children’s Museum. Child Development, v.90, n.5, e598–e617, 2019.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Luisa Massarani, Cristina Luís , Graziele Scalfi, Jessica Beck Carneiro , Antero Vinicius Portela Firmino Pinto
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Licença CC-BY-NC
(Atribuição Não Comercial)
Essa licença permite, exceto onde está identificado, que o usuário final remixe, adapte e crie a partir do seu trabalho para fins não comerciais, sob a condição de atribuir o devido crédito e da forma especificada pelo autor ou licenciante.
##plugins.generic.dates.accepted## 2024-10-15
##plugins.generic.dates.published## 2024-10-25
