Browsing by Author "Pugliese, Adriana"

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    Science Learning in Non-formal Settings
    (2024) Cândido Vendrasco, Natália; Pugliese, Adriana
    Non-formal science education settings, such as zoos, aquariums, botanical gardens, science centers, and museums, can significantly contribute to people’s interest and understanding of science and public participation in science-related civic issues. In Latin America, the emergence of these settings was late, but they increasingly present characteristics of the identity and context of the region. This chapter aims to discuss specific issues in the context of museums in Latin America, rethinking how science education is conducted in these countries, in order to understand the existing diversity and advance practices that promote equality and social inclusion in the context of the demands of Latin American audiences. In particular, the barriers and potentialities of the physical contexts of these settings are discussed, and human mediation is proposed as an important tool to transform visits to these spaces into more inclusive experiences.
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    Towards responsive mediations in guided visits to non-formal science education settings
    (2024) Candido Vendrasco, Natália; Marzábal Blancafort, Ainoa; Pugliese, Adriana
    This literature review aims to characterise mediation practices in non-formal science education settings (zoos, aquariums, botanical gardens, science centres and museums) based on empirical studies published in the last 15 years and to evaluate their potential in providing visitors with an equitable and inclusive experience, considering their responsiveness. The literature analysis grouped the findings into three mediation models (educator-centred, visitor-centred, and exhibition-centred), characterised by educators' and visitors' roles, visit structures, and mediation actions. The review contributes to identifying mediation processes with flexible structures and interactive and dialogic communication approaches as responsive. Factors related to non-formal settings and educators influencing the educators' mediation model are also discussed. It is hoped that the framework emerging from this literature review will be useful for institutions and educators to evaluate the potential contributions of non-formal settings to science education, recognise the limitations of their mediation processes and commit to inclusion by moving towards a visitor-centred mediation model.