Estudo das aprendizagens desenvolvidas na atividade de mediação dirigida a grupos escolares em museu de ciências

Abstract

This research is grounded on a multidimensional learning perspective, based on the theoretical and methodological framework, called Generic Learning outcomes (RGA). It deals with a theoretical construction, affiliated to the idea that learning occurs throughout life. It is generally agreed that science museums play an important role in contributing to formal education developed in schools. However, this discussion is still not included in the undergraduate curriculum, at least not in a explicit way. We know that undergraduate students act as mediators in science museums and understand this activity as part of their own process of knowledge acquisition, in the perspective of a broader teacher training education. Thus, this thesis has focused on the analysis of learning developed by these students in the mediation of school groups in science museums. The research had a qualitative design. The study was conducted in the Space Science Museum, which is located in Olinda - PE. The subjects of the research were undergraduates in natural sciences and the construction of the data involved ethnographic observation; questionnaires were applied, some video recording was made, as well as a simple self-confrontation interview. The construction and analysis of data were buoyed by the RGA in its multiple dimensions of learning, namely: knowledge and understanding; skills; attitudes and values ; Pleasure inspiration and creativity. Results showed evidence of the development of the multiple dimensions of learning, resulting from the mediation experience in the science museum displayed by the students. It also revealed that the students recognize mediation as constitutive of their own formation and visualize possibilities of transferring this learning to future teaching performance in basic education. We hope with this study to contribute to the understanding and discussion of learning in the context of science museums as well as for the recognition of teacher-education processes experienced by these museum institutions.