The central assumption of this paper is that the educational insights on the field of social studies of science and technology (SSST), have contributed little to enhance educational proposals in science and technology museums. It points out that, although SSST have emphasized the important role that education has in the consolidation of critical citizenship towards science and technology developments, studies on this respect are few, more in countries like Colombia. In general it finds that the didactic and editorial material that is produced by science museums to complement formal education is taken for granted and rarely questioned and adapted by school communities. Considering this context, the authors argue that a STS based pedagogical proposal in museums, have to respond to: (1) a permanent reflection on the social and political contexts in which it is going to be implemented; but above all (2) to a self-reflection on science, technology, and education (as a part of S&T production), from those who develop educational materials in museums. The paper presents the development process of a didactic and pedagogical proposals for the education in science and technology in a science museum in Bogota, Colombia. This proposal has been transversal to exhibition design, S&T clubs for children, didactic material development, and activities to complement school based environment. The authors argue that and STS perspective on educational proposals for museums must articulate a critical pedagogy, particularly from the concept of knowledge dialogue taken from Paulo Freire. They emphasize that this dialogue has to be central, not only to the proposal it self, but over all to the subjectivities of those who have participated on its development. The paper stresses that the proposal has been possible thanks to the systematization of experiences like the ones mentioned (museums exhibition, S&T clubs for children, didactic material development, activities to enhance school environments). It concludes that systematization of experiences has enhanced a community dialogue between different actors as well as between formal and non formal educational settings.

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Public Communication of Science and Technology

 

Contributions to the enhancing of a non formal education proposal in science and technology museums
A view from critical pedagogies and STS studies.

Tania Bustos   Universidad Pedagógica Nacional

Manuel Avellaneda   Universidad Pedagógica Nacional

Diego Corrales   Maloka, Bogota

Giovanny Piedrahita   Maloka, Bogota

The central assumption of this paper is that the educational insights on the field of social studies of science and technology (SSST), have contributed little to enhance educational proposals in science and technology museums. It points out that, although SSST have emphasized the important role that education has in the consolidation of critical citizenship towards science and technology developments, studies on this respect are few, more in countries like Colombia. In general it finds that the didactic and editorial material that is produced by science museums to complement formal education is taken for granted and rarely questioned and adapted by school communities. Considering this context, the authors argue that a STS based pedagogical proposal in museums, have to respond to: (1) a permanent reflection on the social and political contexts in which it is going to be implemented; but above all (2) to a self-reflection on science, technology, and education (as a part of S&T production), from those who develop educational materials in museums. The paper presents the development process of a didactic and pedagogical proposals for the education in science and technology in a science museum in Bogota, Colombia. This proposal has been transversal to exhibition design, S&T clubs for children, didactic material development, and activities to complement school based environment. The authors argue that and STS perspective on educational proposals for museums must articulate a critical pedagogy, particularly from the concept of knowledge dialogue taken from Paulo Freire. They emphasize that this dialogue has to be central, not only to the proposal it self, but over all to the subjectivities of those who have participated on its development. The paper stresses that the proposal has been possible thanks to the systematization of experiences like the ones mentioned (museums exhibition, S&T clubs for children, didactic material development, activities to enhance school environments). It concludes that systematization of experiences has enhanced a community dialogue between different actors as well as between formal and non formal educational settings.

A copy of the full paper has not yet been submitted.

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