Inclusive Dialog With Local Communities: Practices Among Professionals and the Battle for Equity and Public Engagement in Science Museums and Science Centers

IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Débora Teixeira dos Santos e Menezes, Diego Vaz Bevilaqua, Douglas Falcão Silva
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引用次数: 0

Abstract

This study aimed to understand the actions carried out for dialog between science centers and science museums with the public of local communities living in a situation of socioeconomic vulnerability. The study adopted a quantitative and qualitative approach and the theoretical framework of science communication, of the exercise of citizenship and of engagement with science, using concepts such as Technoscientific Citizenship, Social Appropriation of Science and Technology, and Science Capital. Also, a few previous visitor studies on the same purpose of inclusion and social equity were considered. The methodology involved the participation of professionals who work in Brazilian institutions, in two stages of data collection, both carried out online. Initially, a questionnaire was answered by 69 professionals, of whom nine took part in in-depth interviews. The qualitative data was analyzed using the Discourse of the Collective Subject (DCS) method, from which the results have been presented in three Categories and twelve Synthesis-Speeches. The establishment of a dialog with a broader public involves taking on a long-term institutional commitment, developing broad access mechanisms with respect to cultural differences. It is fundamental to make constant and careful efforts to welcome a diverse public and meet the challenge of breaking down prejudices. The implementation of the social role of science centers and science museums not only democratize knowledge but promotes a freedom feeling and the raise of self-esteem of those who engage in its activities. The results corroborated previous studies, stating that to build a legacy and to foster significant changes in the profile of the audience, the social exclusion needs to be treated as a structural, complex, and multifaceted issue.

与当地社区的包容性对话:科学博物馆和科学中心的专业实践和公平与公众参与之战
本研究旨在了解科学中心和科学博物馆与生活在社会经济脆弱状况下的当地社区公众之间的对话所采取的行动。该研究采用了定量和定性方法以及科学传播、公民行使和科学参与的理论框架,使用了诸如技术科学公民、科学技术的社会占有和科学资本等概念。此外,还考虑了以前一些关于包容和社会公平的相同目的的访客研究。该方法涉及在巴西机构工作的专业人员参与两个阶段的数据收集,均在网上进行。最初,69名专业人士回答了一份问卷,其中9人参加了深度访谈。采用集体主体语篇(DCS)方法对定性数据进行分析,结果分为三类和十二种综合语篇。与更广泛的公众建立对话需要作出长期的体制承诺,针对文化差异发展广泛的接触机制。坚持不懈地认真努力,欢迎不同的公众,迎接打破偏见的挑战,这是至关重要的。科学中心和科学博物馆的社会角色的实现不仅使知识民主化,而且促进了参与其活动的人的自由感和自尊的提高。研究结果证实了之前的研究,指出要建立遗产并促进受众形象的重大变化,社会排斥需要被视为一个结构性的、复杂的、多方面的问题。
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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