VISITOR PERCEPTIONS OF CONTROVERSIAL SOCIOSCIENTIFIC ISSUES AT BIODIVERSITY EXHIBITS
DOI:
https://doi.org/10.59666/Arete.1984-7505.v21.n35.3659Keywords:
Science museum, Controversial exhibitions, Public perceptionsAbstract
Even when unnoticed, Controversial Socioscientific Issues (CSSI) are a reality in society and affect people’s lives. The anti-vaccine movement, climate change denialism, and biodiversity loss are examples of topics that leverage distrust and fuel uncertainty about science, especially among supporters of scientific negationism. This study investigated perceptions of CSSI as expressed by seven adult visitors to four biodiversity-themed exhibits at the Royal Ontario Museum in Toronto, Canada. Employing a qualitative research approach, participants’ museum visits were observed and interviews were carried out with them after their visits. Collected data were organized using Content Analysis and were analyzed from the perspective of a research framework applied to socioscientific controversies. Results demonstrated that the presence of CSSI at the museum exhibits in question was perceived by only three of the participants, with the remaining four not explicitly mentioning controversial aspects. With regard to the presence of controversial themes, there was disagreement among the participants, with arguments presented both for and against exhibits of this type at museums.
References
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NAVAS-IANNINI, A. M.; PEDRETTI, E. Preventing youth pregnancy: dialogue and deliberation in a science museum exhibit. Canadian Journal of Science, Mathematics and Technology Education, Ontario, v. 17 n. 4, p. 271–287, 2017 https://doi.org/10.1080/14926156.2017.1381285.
NAVAS-IANNINI, A. M., PEDRETTI, E.; ATKINSON, D. Consuming, wasting, and developing awareness: Visitors’ engagement with STSE perspectives in a science museum exhibit. In: American Educational Research Association – AERA. 2017. P. 1-20. Disponível em: https://bit.ly/3lhSVta Acesso em: 12 fev. 2023
PEDRETTI, E. T. Kuhn meets T. Rex: critical conversations and new directions in science centres and science museums. Studies in Science Education, London, v. 37, n. 1, p. 1-41, 2002. https://doi.org/10.1080/03057260208560176.
PEDRETTI, E.; DUBEK, M. Critical Issues-Based Exhibitions. In G. Richard (eds). Encyclopedia of Science Education. p. 236-238. Dordrecht: Springer, 2015. https://doi.org/10.1007/978-94-007-2150-0_339.
PEDRETTI, E.; MACDONALD, R. D.; GITARI, W.; MCLAUGHLIN, H. Visitor perspectives on the nature and practice of science: Challenging beliefs through a question of truth. Canadian Journal of Science, Mathematics and Technology Education, Ontario, v. 1, n. 4, p. 399-418, 2001. https://doi.org/10.1080/14926150109556482.
PEDRETTI, E.; NAVAS-IANNINI, A. M. Controversy in science museums: Re-imagining spaces and practice. Londres: Routledge, 2020.
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SADLER, T. D.; CHAMBERS, W.; ZEIDLER, D. L. Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education,London, v. 26, n.4, p. 387–409, 2004. https://doi.org/10.1080/0950069032000119456.
SIMONNEAUX, L. Questions socialement vives and socio-scientific issues: new trends of research to meet the training needs of postmodern society. In: BRUGUIÈRE, C.; Tiberghien, A.; Clément, P. (Eds.). Topics and trends in current science education. Dordrecht: Springer, 2014. p. 37-54.
SIMONNEAUX, L.; SIMONNEAUX, J. Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development. Cultural Studies of Science Education, London, v. 4, n. 3, p. 657-687, 2009. https://doi.org/10.1007/s11422-008-9141-x.
STARMAN, A. B. The case study as a type of qualitative research. Journal of Contemporary Educational Studies, v. 64, n. 1, p. 28-43, 2013. Disponível em: https://www.sodobna-pedagogika.net/en/archive/load-article/?id=899
YANEVA, A., Rabesandratana, T. M.; Greiner, B. Staging scientific controversies: a gallery test on science museums’ interactivity. Public Understanding of Science, v. 18, n. 1., p. 79-90, 2009. https://doi.org/10.1177/0963662507077512.
YIN, R. K. Estudo de caso: planejamento e métodos. 2. ed. Tradução de D. Grassi. Porto Alegre: Boookman, 2001.
YIN, R. K. A (Very) Brief Refresher on the Case Study Method. (1, 3-20). In: YIN, R. K. Applications of Case Study Research, SAGE: Publications, 3ª. ed. 2012 Disponível em: https://www.sagepub.com/sites/default/files/upm-binaries/41407_1.pdf.
ZAINAL, Z. Case study as a research method. Jurnal Kemanusiaan, Penang, v. 9, p. 1-6, 2007. Disponível em https://bit.ly/36PHX86 Acesso em: 11 jun. 2023.
ZEIDLER, D. L. (Ed.). The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht: Springer, 2003. https://doi.org/10.1007/1-4020-4996-X.
ARAUJO-OLIVEIRA, A.; LENOIR, Y.; MORALES-GOMES, M. A.; MCCONNELL, A. C. Práticas interdisciplinares no ensino primário: concepções de professores e futuros professores no Québec. Educação & Sociedade, Campinas, v. 32, n.117, p. 1125-1145, 2011. http://dx.doi.org/10.1590/S0101-73302011000400013.
BARDIN, L. Análise de conteúdo. Tradução de Luís Antero Reto, Augusto Pinheiro. Lisboa: Edições 70, 2002.
BENCZE, L.; POULIOT, C.; PEDRETTI, E.; SIMONNEAUX, L.; SIMONNEAUX, J.; ZEIDLER, D. SAQ, SSI and STSE education: defending and extending “science-in-context”. Cultural Studies of Science Education, London, v. 15, n.3, p. 825-851, 2020. https://doi.org/10.1007/s11422-019-09962-7.
BUENO, P. A. R.; COSTA, R. M. C. D.; BUENO, R. E. A educomunicação na educação musical e seu impacto na cultura escolar. Educação e Pesquisa, São Paulo, v. 39, n. 2, p. 493-507, 2013. http://dx.doi.org/10.1590/S1517-97022012005000021.
CAMERON, F. R. Climate change, agencies and the museum and science centre sector, Museum Management and Curatorship, London, v. 27, n. 4, p. 317-339, 2012. http://dx.doi.org/10.1080/09647775.2012.720183.
COLOMBO JUNIOR, P. D.; MARANDINO, M. Museus de ciências e controvérsias sociocientíficas: reflexões necessárias. Journal of Science Communication – América Latina, Rio de Janeiro, v. 3, n. 1, p. 1-17, A02, 2020. https://doi.org/10.22323/3.03010202.
COLOMBO JUNIOR, P. D.; MARANDINO, M.; SCALFI, G. Biodiversity and Science, Technology, Society and Environment (STSE): visitor perceptions at a science and natural history museum. International Journal of Research in Education and Science, London, v. 9, p. 753-773, 2023. https://doi.org/10.46328/ijres.3211.
DELICADO, A. Scientific controversies in museums: notes from a semi-peripheral country. Public Understanding of Science, London, v. 18, n. 6, p. 759-767, 2009. https://doi.org/10.1177/0963662508098577.
DÍAZ-MORENO, N.; JIMÉNEZ-LISO, M. R. Las controversias sociocientíficas: temáticas e importancia para la educación científica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, Cádiz, v. 9, n. 1, p. 54-70, 2012. Retrieved from https://revistas.uca.es/index.php/eureka/article/view/2751.
DÍAZ-MORENO, N., CAPARRÓS-MARTÍN, E., SIERRA-NIETO, E. Las controversias sociocientíficas como herramienta didáctica para el desarrollo de la alfabetización científica. International Journal of Educational Research and Innovation, London, v. 12, p. 261-281, 2019. Retrieved from https://www.upo.es/revistas/index.php/IJERI/article/view/2905/3470.
KLOSTERMAN, M. I., SADLER, T. D. Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction. International Journal of Science Education, London, v. 32, n. 8, p. 1017-1043, 2010. https://doi.org/10.1080/09500690902894512.
KOLSTØ, S. D. Scientific Literacy for Citizenship: Tools for Dealing with the Science Dimension of Controversial Socioscientific Issues. Science Education, London, v. 85, n. 3, p. 291-310, 2001a https://doi.org/10.1002/sce.1011.
KOLSTØ, S. D. (2001b). ‘To trust or not to trust, . . .’- pupils’ ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, London, 23, n. 9, p. 877-901. https://doi.org/10.1080/09500690010016102.
MACIEL, D. A. G. da C.; BARBOSA, M. L. F. de F. “Ah, eu acho a oralidade importantíssima!” A propósito da prática docente no ensino da oralidade. Educação: Teoria & Prática, Rio Claro, v. 23, n. 44, p. 63-80, 2013. https://doi.org/10.18675/1981-8106.vol23.n44.p63-80.
MANDÚ, T. M. C.; AGUIAR, M. da C. C. de. A formação inicial no curso de pedagogia: concepções, caminhos e perspectivas dos estudantes. ETD - Educação Temática Digital, Campinas, v. 15, n. 3, p. 560-577, 2013. http://dx.doi.org/10.20396/etd.v15i3.1273.
MARANDINO, M.; CONTIER, D.; NAVAS, A. M.; BIZERRA, A.; NEVES, A. L. C. das. Controvérsias em Museus de Ciências: Reflexões e Propostas para Educadores. São Paulo: FEUSP, 2016.
Marandino, M., Pugliese, A., Monaco, L. M., Milan, B., Scalfi, G. Práticas educativas e formação de públicos de museus: relações entre ciência, sociedade e temas controversos. São Paulo: FEUSP, 2020.
MARANDINO, M.; PEDRETTI, E.; NAVAS-IANNINI, A. M. Representing biodiversity in science museums: perspectives from an STSE lens, International Journal of Science Education, London, Part B, v. 13, n. 4, p. 362-380, 2023 http://dx.doi.org/10.1080/21548455.2023.2179381.
MAZDA, X. Dangerous ground? Public engagement with scientific controversy. In: Chittenden, S., Farmelo, G. e Lewenstein, B. (Eds.) Creating connections: museums and the public understanding of research. Walnut Creek, CA, U.S.A.: Altamira Press, 2004. p. 127-144.
MEYER, M. From ‘cold’ science to ‘hot’ research: the texture of controversy. CSI Working Papers Series. Paris: Centre de Sociologie de l’Innovation (CSI), Mines ParisTech. 2009. Disponível em: www.csi.mines-paristech.fr/working-papers/WP/WP_CSI_016.pdf Acesso em: 12 out. 2023.
NAVAS-IANNINI, A. M.; PEDRETTI, E. Preventing youth pregnancy: dialogue and deliberation in a science museum exhibit. Canadian Journal of Science, Mathematics and Technology Education, Ontario, v. 17 n. 4, p. 271–287, 2017 https://doi.org/10.1080/14926156.2017.1381285.
NAVAS-IANNINI, A. M., PEDRETTI, E.; ATKINSON, D. Consuming, wasting, and developing awareness: Visitors’ engagement with STSE perspectives in a science museum exhibit. In: American Educational Research Association – AERA. 2017. P. 1-20. Disponível em: https://bit.ly/3lhSVta Acesso em: 12 fev. 2023
PEDRETTI, E. T. Kuhn meets T. Rex: critical conversations and new directions in science centres and science museums. Studies in Science Education, London, v. 37, n. 1, p. 1-41, 2002. https://doi.org/10.1080/03057260208560176.
PEDRETTI, E.; DUBEK, M. Critical Issues-Based Exhibitions. In G. Richard (eds). Encyclopedia of Science Education. p. 236-238. Dordrecht: Springer, 2015. https://doi.org/10.1007/978-94-007-2150-0_339.
PEDRETTI, E.; MACDONALD, R. D.; GITARI, W.; MCLAUGHLIN, H. Visitor perspectives on the nature and practice of science: Challenging beliefs through a question of truth. Canadian Journal of Science, Mathematics and Technology Education, Ontario, v. 1, n. 4, p. 399-418, 2001. https://doi.org/10.1080/14926150109556482.
PEDRETTI, E.; NAVAS-IANNINI, A. M. Controversy in science museums: Re-imagining spaces and practice. Londres: Routledge, 2020.
ROSA, T. R. V. da; MALACARNE, V. Formação Docente e Sustentabilidade. Um estudo sobre ambientalização curricular no curso de Pedagogia da Universidade Estadual do Oeste do Paraná. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Madrid, v. 14, n. 4, p. 95-107, 2016. https://doi.org/10.15366/reice2016.14.3.005.
Royal Ontario Museum. About the Museum. 2024a. Disponível em: https://www.rom.on.ca/en/about-us/rom Acesso em: 21 mar. 2023.
Royal Ontario Museum. Gallery of Birds. 2024b. Disponível em: https://www.rom.on.ca/en/exhibitions-galleries/galleries/natural-history/gallery-of-birds Acesso em: 18 mar. 2023.
Royal Ontario Museum. Schad Gallery of Biodiversity. 2024c. Disponível em: https://www.rom.on.ca/en/about-us/newsroom/press-releases/schad-gallery-of-biodiversity-0 Acesso em: 20 mar. 2023.
Royal Ontario Museum. The Bat Cave. 2024d. Disponível em: https://www.rom.on.ca/en/exhibitions-galleries/galleries/natural-history/the-bat-cave Acesso em: 21 mar. 2023.
Royal Ontario Museum. Newsroom. Galleries at the ROM. 2015. Disponível em: https://www.rom.on.ca/sites/default/files/imce/4_rom_galleries_2015_0.pdf Acesso em: 21 mar. 2023.
SADLER, T. D.; CHAMBERS, W.; ZEIDLER, D. L. Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education,London, v. 26, n.4, p. 387–409, 2004. https://doi.org/10.1080/0950069032000119456.
SIMONNEAUX, L. Questions socialement vives and socio-scientific issues: new trends of research to meet the training needs of postmodern society. In: BRUGUIÈRE, C.; Tiberghien, A.; Clément, P. (Eds.). Topics and trends in current science education. Dordrecht: Springer, 2014. p. 37-54.
SIMONNEAUX, L.; SIMONNEAUX, J. Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development. Cultural Studies of Science Education, London, v. 4, n. 3, p. 657-687, 2009. https://doi.org/10.1007/s11422-008-9141-x.
STARMAN, A. B. The case study as a type of qualitative research. Journal of Contemporary Educational Studies, v. 64, n. 1, p. 28-43, 2013. Disponível em: https://www.sodobna-pedagogika.net/en/archive/load-article/?id=899
YANEVA, A., Rabesandratana, T. M.; Greiner, B. Staging scientific controversies: a gallery test on science museums’ interactivity. Public Understanding of Science, v. 18, n. 1., p. 79-90, 2009. https://doi.org/10.1177/0963662507077512.
YIN, R. K. Estudo de caso: planejamento e métodos. 2. ed. Tradução de D. Grassi. Porto Alegre: Boookman, 2001.
YIN, R. K. A (Very) Brief Refresher on the Case Study Method. (1, 3-20). In: YIN, R. K. Applications of Case Study Research, SAGE: Publications, 3ª. ed. 2012 Disponível em: https://www.sagepub.com/sites/default/files/upm-binaries/41407_1.pdf.
ZAINAL, Z. Case study as a research method. Jurnal Kemanusiaan, Penang, v. 9, p. 1-6, 2007. Disponível em https://bit.ly/36PHX86 Acesso em: 11 jun. 2023.
ZEIDLER, D. L. (Ed.). The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht: Springer, 2003. https://doi.org/10.1007/1-4020-4996-X.
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2023-12-30
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JUNIOR, P. D. C.; MARANDINO, M.; SCALFI, G. VISITOR PERCEPTIONS OF CONTROVERSIAL SOCIOSCIENTIFIC ISSUES AT BIODIVERSITY EXHIBITS. Revista Areté | Revista Amazônica de Ensino de Ciências, [S. l.], v. 21, n. 35, p. e23033, 2023. DOI: 10.59666/Arete.1984-7505.v21.n35.3659. Disponível em: http://periodicos.uea.edu.br/index.php/arete/article/view/3659. Acesso em: 2 feb. 2026.
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