Science Museum's goals have to see with engage their visitors to science in very different ways, by means of a wide sort of strategies: exhibits, workshops, festivals, etc. At these days Science Museum's educational value seems to be enough clear to almost everybody; we can see new museums appearing in a lot of countries around the world.

Nevertheless ‐according to some teacher's opinion and their lack of participation in museum's activities‐ Science Museums are a little more than a place to entertain their students. At Trompo Mágico Museo Interactivo in Mexico, we have listened sentences like: "I don’t use the museum because: a) Exhibit's matters don't have any relation with my classroom's subjects; b) My students don't learn anything from museum's exhibits; c) To go to museum means to loose some valuable time that I could take advantage in classroom". What could happen if museum's exhibits were created based on user's experience, interest and job?

We worked in two different projects to answer that question, involving children and teenagers in the creation of two exhibits. First of them was a 6 months job with children form 6‐7 years old who developed an exhibit about amber: they were responsible to investigate amber’s history, uses and meaning in science, they acted as curator of the exhibit and they did a proposal for schedules, after recognize who works at museum and what they do.

Second project involved teenagers (from 14 – 17 years old) in developing a whole exhibit’s concept to talk about Leonardo da Vinci to children, moving further away from the idea of "genius" and to presenting him as a "rebel", in their own words. Both of these projects present a rich experience on how to engage and to get some learning in children and teenagers to science subjects, not only by visiting a Science Museum, but taking part in the "behind the scenes" by means of scientific museology, with surprising results.

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Public Communication of Science and Technology

 

Scientific Museology as a pedagogical tool

Juan Nepote   Trompo Mágico Museo Interactivo

Science Museum's goals have to see with engage their visitors to science in very different ways, by means of a wide sort of strategies: exhibits, workshops, festivals, etc. At these days Science Museum's educational value seems to be enough clear to almost everybody; we can see new museums appearing in a lot of countries around the world.

Nevertheless ‐according to some teacher's opinion and their lack of participation in museum's activities‐ Science Museums are a little more than a place to entertain their students. At Trompo Mágico Museo Interactivo in Mexico, we have listened sentences like: "I don’t use the museum because: a) Exhibit's matters don't have any relation with my classroom's subjects; b) My students don't learn anything from museum's exhibits; c) To go to museum means to loose some valuable time that I could take advantage in classroom". What could happen if museum's exhibits were created based on user's experience, interest and job?

We worked in two different projects to answer that question, involving children and teenagers in the creation of two exhibits. First of them was a 6 months job with children form 6‐7 years old who developed an exhibit about amber: they were responsible to investigate amber’s history, uses and meaning in science, they acted as curator of the exhibit and they did a proposal for schedules, after recognize who works at museum and what they do.

Second project involved teenagers (from 14 – 17 years old) in developing a whole exhibit’s concept to talk about Leonardo da Vinci to children, moving further away from the idea of "genius" and to presenting him as a "rebel", in their own words. Both of these projects present a rich experience on how to engage and to get some learning in children and teenagers to science subjects, not only by visiting a Science Museum, but taking part in the "behind the scenes" by means of scientific museology, with surprising results.

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

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