Analysis of conversations and interactions from the children’s perspective
a case study of family visits to the SESI Lab museum (Brasília)
DOI:
https://doi.org/10.1590/1808-5245.31.143438Keywords:
protagonism, child autonomy, informal education, significant experiencesAbstract
In this study, we analyzed the conversations and interactions of family groups during a spontaneous visit to the SESI Lab museum in Brasília, with the aim of understanding the experience of families from the perspective of children. Twelve families participated in this study, totaling 41 subjects, 20 of whom were children. The audiovisual recordings were made with a subjective camera and analyzed with a coding protocol of verbal and nonverbal interactions between visitors, visitor-mediators and visitors-exhibition elements, highlighting the role of children in family engagement. The results show that children actively participated in the family experience, engaging the group in conversations and interactions through different strategies, such as directing the route of the visit, selecting exhibit elements, asking questions, searching for answers and expressing ideas and opinions. Adults and mediators contributed to the learning experiences by facilitating the understanding of scientific content through analogies, contextualizing information and connecting it with previous experiences. These actions show that the children's protagonism combined with the families' cognitive effort and connections with previous experiences provided significant experiences with the potential to engage children with science when visiting the museum.
Downloads
References
ALDRICH, Bianca M.; HADEN, Catherine A. Associations between parents’ autonomy supportive management language and children’s science, technology, engineering, and mathematics talk during and after tinkering at home. Journal of Experimental Child Psychology, Amsterdam, v. 247, n. 1, p.106034, 2024. Disponível em: https://doi.org/10.1016/j.jecp.2024.106034. Acesso: 4 out. 2024.
ALLARD, Michel; BOUCHER, Suzanne. Éduquer au musée. Un modèle théorique de pédagogie muséale. Montreal: Hurtubise HMH Ltée, 1998.
ALLEN, Sue. Looking for learning in visitor talk: a methodological exploration. In: LEINHARDT, Gaea; CROWLEY, Kevin; KNUTSON, Karen. Learning conversations in museums. Mahwah: Lawrence Erlbaum Associates, 2002.
ALLEN, Sue. Design for learning: studying science museum exhibits that do more than entertain. Science Education, New Jersey, v. 88, supl. 1, p. S17-S33, 2004. Disponível em: https://doi.org/10.1002/sce.20016. Acesso em: 4 out. 2024.
ARCHER, Louise et al. Disorientating, fun or meaningful? Cultural Studies of Science Education, New York, v. 11, n. 4, p. 917-939, 2016. Disponível em: https://doi.org/10.1007/s11422-015-9667-7. Acesso: 16 set. 2024.
ATTISANO, Elizabeth; NANCEKIVELL, Shaylene E.; DENISON, Stephanie. Components and mechanisms: how children talk about machines in museum exhibits. Frontiers in Psychology, Lausanne, v. 12, n. 1, p. 636601, 2021. Disponível em: https://doi.org/10.3389/fpsyg.2021.636601. Acesso em: 5 set. 2024.
AYUDHYA, Wijitra; VAVOULA, Giasemi. Mobile family learning in the science museum. In: WORLD CONFERENCE ON MOBILE AND CONTEXTUAL LEARNING, 16., 2017, Nova York. Proceedings […]. New York: ACM, 2017. Disponível em: https://doi.org/10.1145/3136907.3136948. Acesso em: 12 out. 2024.
BELL, Philip et al. Learning science in informal environments: people, places and pursuits. Washington: National Academies Press, 2009.
BRISEÑO-GARZÓN, Adriana; ANDERSON, David. A review of Latin American perspectives on museums and museum learning. Museum Management and Curatorship, London, v. 27, n. 2, p. 161-177, 2012. Disponível em: https://doi.org/10.1080/09647775.2012.674321. Acesso em: 6 out. 2024.
CALLANAN, Maureen A. et al. Family science talk in museums: predicting children’s engagement from variations in talk and activity. Child Development, New Jersey, v. 88, n. 1, p. 1492-1504, 2017. Disponível em: https://doi.org/10.1111/cdev.12886. Acesso em: 6 out. 2024.
CARTER, Danielle. Narrative learning as theory and method in arts and museum education. Studies in Art Education, London, v. 59, n. 2, p. 126-144, 2018. Disponível em: https://doi.org/10.1080/00393541.2018.1442548. Acesso em: 15 set. 2024.
CARVALHO, Cristina; LOPES, Thamiris. O público infantil nos museus. Educação & Realidade, Porto Alegre, v. 41, n. 3, p. 911-930. 2016. Disponível em: https://doi.org/10.1590/2175-623652329. Acesso em: 15 set. 2024.
CERQUEIRA, Bruno R. S. et al. Aprendizagem familiar em museus de ciências: interações de pais e mães com exposições científicas. SBEnBio: Revista de Ensino de Biologia da Associação Brasileira de Ensino de Biologia, Florianópolis, v. 9, p. 6613-6624, 2016.
DELLA CROCE, Roberta; PUDDU, Luisa; SMORTI, Andrea. A qualitative exploratory study on museum educators’ perspective on children’s guided museum visits. Museum Management and Curatorship, London, v. 34, n. 4, p. 383-401, 2019. Disponível em: https://doi.org/10.1080/09647775.2019.1630849. Acesso em: 23 out. 2024.
DEWITT, Jennifer; NOMIKOU, Effrosyni; GODEC, Spela. Recognising and valuing student engagement in science museums. Museum Management and Curatorship, London, v. 34, n. 2, p 183-200, 2019. Disponível em: https://doi.org/10.1080/09647775.2018.1514276. Acesso: 03 nov. 2024.
DOOLEY, Caitlin M.; WELCH, Meghan M. Nature of interactions among young children and adult caregivers in a children’s museum. Early Childhood Education Journal, New York, v. 42, n. 2, p. 125-132, 2014. Disponível em: https://doi.org/10.1007/s10643-013-0601-x. Acesso em: 02 nov. 2024.
DUTRA, Larissa F.; PEREIRA, Frederico C. M. Estudos de usuários no sistema de informação museal: proposições para a adequação da oferta informacional em museus pela ótica de sujeitos invisibilizados. Em Questão, Porto Alegre, v. 29, p. 1-30, 2023. Disponível em:
https://doi.org/10.19132/1808-5245.29.122853. Acesso em: 02 nov. 2024.
FALK, John H.; DIERKING, Lynn D. The museum experience revisited. Walnut Creek, California: Left Coast Press, 2014.
FALK, John H. The value of museums: enhancing societal well-being. London: Rowman & Littlefield, 2021.
FLEWITT, Rosie; BANGPAN, Mukdarut; MANYUKHINA, Yana; WYSE, Dominic. Young children’engagement with objects in science museums: a rapid evidence assessment of research. Curator: The Museum Journal, Nova Jersey, v. 66, n. 1, p. 129-148, 2023. Disponível em:
https://doi.org/10.1111/cura.12540. Acesso em: 12 maio 2025.
GLAVEÂNU, Vlaad P.; LAHLOU, Saadi. Through the creator’s eyes: using the subjective camera to study craft creativity. Creativity Research Journal, London, v. 24, n. 2-3, p. 152-162, 2012. Disponível em: https://doi.org/10.1080/10400419.2012.677293. Acesso em: 03 nov. 2024
GOMES, Talita V. Estudo de público e não público em museus soteropolitanos. 2016. Dissertação (Mestrado em Museologia) - Faculdade de Filosofia e Ciências Humanas, Universidade Federal da Bahia, Salvador, 2016.
HARRIS, Emily; WINTERBOTTOM, Mark. ‘Why do parrots talk?’co-investigation as a model for promoting family learning through conversation in a natural history gallery. Journal of Biological Education, London, v. 52, n. 1, p. 89-100, 2018. Disponível em: https://doi.org/10.1080/00219266.2017.1408934. Acesso em: 03 nov. 2024.
JANT, Erin A. et al. Conversation and object manipulation influence children’s learning in a museum. Child Development, New Jersey, v. 85, n. 5, p. 2029-2045, 2014. Disponível em: https://doi.org/10.1111/cdev.12252. Acesso em: 03 nov. 2024.
LOPES, Thamiris; CARVALHO, Cristina. Educação Infantil em museus de arte, ciência e história. Educar em Revista, Curitiba, v. 37, p. 1-21, 2021. Disponível em: https://doi.org/10.1590/0104-4060.76182. Acesso em: 09 nov. 2024.
MASSARANI, Luisa; CHAGAS, Catarina; ROCHA, Luana; ROWE, Shawn; FONTANETO, R. Children’s protagonism in a science exhibition: an exploratory study of an exhibition in Rio de Janeiro (Brazil). Research in Science Education, New York, v. 51, n. 1, p. 1307-1324, 2019a. Disponível em: https://doi.org/10.1007/s11165-019-09886-w. Acesso em: 10 maio 2025.
MASSARANI, Luisa; MUCCI POENARU, Lara; NORBERTO ROCHA, Jessica; ROWE, Shawn, FALLA, Sigrid. Adolescents learning with exhibits and explainers: The case of Maloka. International Journal of Science Education, Part B, London, v. 9, n. 3, p. 253-267, 2019b. Disponível em: https://doi.org/10.1080/21548455.2019.1646439. Acesso em: 12 maio 2025.
MASSARANI, Luisa; NORBERTO ROCHA, Jessica; SCALFI,Graziele; SILVEIRA, Yan; CRUZ, Wailã; GUEDES, S.L. Leandro. Families visit the museum: a study on family interactions and conversations at the Museum of the Universe - Rio de Janeiro (Brazil). Frontiers in Education, Lausana, v. 6, p. 669467, 2021a. Disponível em: https://doi.org/10.3389/feduc.2021.669467. Acesso em: 10 maio 2025.
MASSARANI, Luisa; SCALFI, Graziele; NORBERTO-ROCHA, Jessica; LUZ, V. Rafael; MARANDINO, Martha. 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, Porto Alegre, v. 26, n. 1, p. 261-284, 2021b. Disponível em:
https://doi.org/10.22600/1518-8795.ienci2021v26n1p261. Acesso em 10 maio 2025.
MASSARANI, Luisa; BIZERRA, Alessandra; AGUIAR, Bruna I.; SCALFI, Graziele; SILVEIRA, Yan; BEZZON, Rodolfo Z. Engajamento em foco: uma análise do conteúdo conversacional de famílias em visita ao Aquário Jacques Huber (Belém). Amazônia: Revista de Educação em Ciências e Matemáticas, Belém, v. 18, n. 40, p. 5-21, 2022. Disponível em:
https://doi.org/10.18542/amazrecm.v18i40.11886. Acesso em: 10 maio 2025.
MASSARANI, Luisa; SCALFI, Graziele; GONÇALVES, Waneicy; MAGALHÃES, A. Juliana; RIBEIRO, Alice; BARROS, Juliane. Olhando para os objetos no Museu Histórico Nacional: uma análise das conversas e interações. Actio: Docência em Ciências, Curitiba, v. 8, n.3, p.1-25, 2023. Disponível em: https://doi.org/10.3895/actio.v8n3.16412. Acesso em: 10 maio 2025.
MANO, SANIA et al. Museus de ciência e seus visitantes no início do século XXI: estudo longitudinal da visitação espontânea de cinco instituições da cidade do Rio de Janeiro. Anais do Museu Paulista, São Paulo, v. 30, n.1, p. 1-48, 2022.
MANYUKHINA, Yana et al. Young children’s agency in the science museum: insights from the use of storytelling in object-rich galleries. International Journal of Science Education, Part B., London, v. 14, n. 2, p. 177-193, 2024. Disponível em: https://doi.org/10.1080/21548455.2023.2244645. Acesso em: 09 nov. 2024.
OGAWA, Roodney T.; LOOMIS, Molly; CRAIN, Rhiannon. Institutional history of an interactive science center: the founding and development of the Exploratorium. Science Education, New Jersey, v. 93, n. 2, p. 269-292, 2008. Disponível em: https://doi.org/10.1002/sce.20299. Acesso em: 18 nov. 2024.
PATRICK, Patricia G.; MOORMANN, Alexandra. Family interactions with biodiversity in a natural history museum. In: ACHIAM, Marianne; DILLON, Justin; GLACKIN, Melissa. Addressing wicked problems through science education: the role of out-of-school experiences. New York: Springer Nature, 2021.
PRICE, Aaron C.; APPLEBAUM, Laureen. Meansuring a sense of belonging at museums and cultural centers. Curator: The Museum Journal, New Jersey, v. 65, n. 1, p. 135-160, 2022. Disponível em: https://doi.org/10.1111/cura.12454. Acesso em: 17 out. 2024.
REZNIK, Gabriela; MASSARANI, Luisa; CALABRESE BARTON, Angela. Informal science learning experiences for gender equity, inclusion and belonging in STEM through a feminist intersectional leans. Cultural Studies of Science Education, Nova York, v. 18, n. 1, p. 959-984, 2023. Disponível em: https://doi.org/10.1007/s11422-023-10149-4. Acesso em: 12 maio 2025.
RIEDINGER, Kelly; TAYLOR, Amy. Leveraging parent chaperones to support youths’ learning during an out-of-school field trip to a marine science field station. In: FAUVILLE, Géraldine et al. Exemplary practices in marine science education: a resource for practitioners and researchers. Cham: Springer, 2019.
RUFATO, Bruno P.; BIZERRA, Alessandra. Pais e mães em visita a museus de ciências no Brasil: há diferenças SBEnBio: Revista de Ensino de Biologia da Associação Brasileira de Ensino de Biologia, Florianópolis, v. 7, p. 962-973, 2014.
SCALFI, Graziele; MASSARANI, Luisa; BIZERRA, Alessandra; ARAÚJO, Juliana M. Analysing family conversations and interactions during visit to Parque das Aves (Foz do Iguaçu, Brazil) from children’s perspective. Leisure Studies, London, v. 41, n. 5, p. 637-653, 2022. Disponível em: https://doi.org/10.1080/02614367.2022.2043418. Acesso em 12 maio 2025.
SCALFI, Graziele; SILVA, Juliane B.; ARAÚJO, Juliana M.; MASSARANI, Luisa; PINTO, Antero V. P. F; OLIVEIRA, Itamar S. A construção de significado em visitas familiares ao museu: um estudo no Museu da Natureza no Piauí, Brasil. Ciência & Educação, Bauru, v. 30, e24045, 2024. Disponível em: https://doi.org/10.1590/1516-731320240045. Acesso em: 12 maio 2025.
SCHÄNZEL, Heike A.; SMITH, Karen. The socialization of families away from home: group dynamics and family functioning on holiday. Leisure Sciences, London, v. 36, n. 2, p. 126-143, 2014. Disponível em: https://doi.org/10.1080/01490400.2013.857624. Acesso em: 12 set. 2024.
SERVIÇO SOCIAL DA INDÚSTRIA. Arte, ciência e tecnologia: da ideia à forma, um percurso colaborativo. Brasília: SESI/DN, 2023a.
SERVIÇO SOCIAL DA INDÚSTRIA. Resultados SESI Lab de dezembro/2022 a julho/ 2023. Brasília: SESI/DN, 2023b.
SESI LAB. Galeria Fenômenos no Mundo: cores e humores. Brasília: SESI/SENAI, 2023a.
SESI LAB. Galeria Fenômenos no Mundo: isto é genético? Brasília: SESI/SENAI, 2023b.
SESI LAB. Galeria Fenômenos no Mundo: tornado. Brasília: SESI/SENAI, 2023c.
SESI LAB. Galeria Aprender Fazendo: Arco catenário. Brasília: SESI/SENAI, 2023d.
SESI LAB. Galeria Aprender Fazendo: reação. Brasília: SESI/SENAI, 2023e.
SHABY, Neta; BEN-ZVI ASSARAF, Orit; TAL, Tali. The particular aspects of science museum exhibits that encourage students’ engagement. Journal Science Educational Technology, New Jersey, v. 26, n. 1, p. 253-268, 2017. Disponível em: https://doi.org/10.1007/s10956-016-9676-7. Acesso em: 12 nov. 2024.
SHABY, Neta; BEN-ZVI ASSARAF, Orit; TAL, Tali. Engagement in a Science Museum: the role of social interactions. Visitor Studies, London, v. 22, n. 1, p. 1-20, 2019. Disponível em: https://doi.org/10.1080/10645578.2019.1591855. Acesso em: 12 nov. 2024.
SCIENCE MUSEUM GROUP. Annual reports and acconts 2017-2018. London: Science Museum Group, 2018.
SOBEL, David M. Science, technology, engineering, and mathematics (STEM) engagement from parent-child interaction in informal learning environments. Current Directions in Psychological Science, Thousand Oaks, v. 32, n. 6, p. 454-461, 2023. Disponível em: https://doi.org/10.1177/09637214231190632. Acesso em: 12 set. 2024.
TAGGART, Jessica et al. Parents’ roles and question‐asking during pretend and real activities. Review of Social Development, New Jersey, v. 29, n. 3, p. 767-782, 2020. Disponível em: https://doi.org/10.1111/sode.12436. Acesso em: 15 set. 2024.
USS CONSTITUTION MUSEUM. Engage families. Charlestown: USS Constitution Museum, 2018.
VEDDER-WEISS, Dana. Serendipitous science engagement: a family self-ethnography. Journal of Research in Science Teaching, New Jersey, v. 54, n. 3, p. 350-378, 2017. Disponível em: https://doi.org/10.1002/tea.21369. Acesso em:23 out. 2024.
VYGOTSKY, Lev S. Formação social da mente. São Paulo: Martins Fontes, 1998.
YIN, Robert K. Estudo de caso: planejamento e métodos. Porto Alegre: Bookman, 2001.
ZIMMERMAN, Heather; MCCLAIN, Lucy. Family learning outdoors: guided participation on a Nature Walk. Journal of Research in Science Teaching, New Jersey, v. 53, n. 6, p. 919-942, 2015. Disponível em: https://doi.org/10.1002/tea.21254. Acesso em:23 out. 2024.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Bruna Aguiar, Graziele Scalfi, Luisa Massarani, Antero Pinto, Felipe Dias, Luciana Conrado Martins, Gabriela Reznik, Barbara Milan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors will keep their copyright and grant the journal with the right of first publication, the work licensed under License Creative Commons Attribution (CC BY 4.0), which allows for the sharing of work and the recognition of authorship.
Authors can take on additional contracts separately for non-exclusive distribution of the version of the work published in this journal, such as publishing in an institutional repository, acknowledging its initial publication in this journal.
The articles are open access and free. In accordance with the license, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
