“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology”
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/4341 |
Resumo: | The processes of science communication and science education became especially important in the last quarter of the last century. Science museums, as non-formal spaces have an important role in amplifying and refining these processes. Being spaces open to the general public will be expected to develop programs that include all of its citizens. The Museum of Microbiology of the Butantan Institute has developed a series of activities and educational materials focusing on microorganisms that were designed to facilitate a closer integration of the visually impaired public with the scientific culture. In the present study, we sought to understand how visually deficient visitors interpreted the materials presented, determine the level of understanding that the use of these materials provided and study the significance attributed to them. Visually impaired visitors were interviewed during their interactions with the materials with the aid of an audio guide, and the talks generated were analyzed within interpretative categories. The most frequent category was “Strategic talk (Use)” (11.8%), in which the visually deficient visitors gave their opinions concerning the uses of the Micro-Touch Program. Two other categories, “Affective talk (Pleasure)” (10.2%) and “Perceptual talk (Identification)” (8.6%) were also established. A combination of tactile and auditory tools was fundamental to solve problems and to the creation of visual representations that are important to constructing and understanding scientific concepts and to facilitate the organization of theoretical thought. We suggest here the necessity of elaborating activities contents that favors the establishment of conceptual talks and considering the previously acquired knowledge of visually impaired visitors during the design of displays, providing higher frequency of other learning talks |
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“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” Conversas de aprendizagem em museus de ciências: como os deficientes visuais interpretam os materiais educativos do museu de microbiologia? Visually impaired personScience museumTouching materialsLearning talks.The processes of science communication and science education became especially important in the last quarter of the last century. Science museums, as non-formal spaces have an important role in amplifying and refining these processes. Being spaces open to the general public will be expected to develop programs that include all of its citizens. The Museum of Microbiology of the Butantan Institute has developed a series of activities and educational materials focusing on microorganisms that were designed to facilitate a closer integration of the visually impaired public with the scientific culture. In the present study, we sought to understand how visually deficient visitors interpreted the materials presented, determine the level of understanding that the use of these materials provided and study the significance attributed to them. Visually impaired visitors were interviewed during their interactions with the materials with the aid of an audio guide, and the talks generated were analyzed within interpretative categories. The most frequent category was “Strategic talk (Use)” (11.8%), in which the visually deficient visitors gave their opinions concerning the uses of the Micro-Touch Program. Two other categories, “Affective talk (Pleasure)” (10.2%) and “Perceptual talk (Identification)” (8.6%) were also established. A combination of tactile and auditory tools was fundamental to solve problems and to the creation of visual representations that are important to constructing and understanding scientific concepts and to facilitate the organization of theoretical thought. We suggest here the necessity of elaborating activities contents that favors the establishment of conceptual talks and considering the previously acquired knowledge of visually impaired visitors during the design of displays, providing higher frequency of other learning talks http://dx.doi.org/10.5902/1984686X4341Os processos de divulgação e educação em Ciências vêm tomando grande importância, principalmente a partir do último quarto do século passado. Os museus de ciências, enquanto espaços de educação não formal, têm papel importante na ampliação e refinamento desses processos e, sendo locais abertos à população, são demandados a desenvolver propostas inclusivas. O Museu de Microbiologia do Instituto Butantan desenvolveu uma série de atividades e materiais educativos sobre microrganismos para facilitar a aproximação entre o público deficiente visual e a cultura científica. No presente estudo procurou-se compreender como os visitantes deficientes visuais interpretam os materiais desenvolvidos, verificar qual o entendimento que o uso desses materiais propicia e estudar os tipos de significados que lhes são dados. Pessoas com deficiência visual foram entrevistadas durante a exploração do material com o auxílio de um áudio-guia e as conversas geradas foram analisadas, estabelecendo-se categorias interpretativas. A categoria mais frequente foi a “Estratégica de Uso” (11,8%), quando os deficientes visuais manifestavam suas impressões sobre como utilizar o Programa MicroToque. Outras duas categorias, “Afetiva de Prazer” (10,2%) e “Perceptiva de Identificação” (8,6%) foram também encontradas. A junção das ferramentas tátil e auditiva foi fundamental para a resolução de problemas e criação de representações visuais, importantes para construção e compreensão de conceitos e facilitando a organização do pensamento teórico. Sugere-se aqui a necessidade de uma organização dos conteúdos que favoreça o estabelecimento de conversas interpretativas conceituais e também a consideração dos conhecimentos prévios de visitantes com deficiência visual na elaboração dos aparatos a eles destinados, o que poderia propiciar maior frequência de outras elaborações conversacionais.Palavras-chave: Deficientes visuais. Museu de Ciências. Materiais para toque. Conversas de aprendizado. Universidade Federal de Santa Maria2012-03-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/434110.5902/1984686X4341Special Education Magazine; Revista Educação Especial, v. 25, n. 42, jan./abr. 2012; 57-73Revista de Educación Especial; Revista Educação Especial, v. 25, n. 42, jan./abr. 2012; 57-73Revista Educação Especial; Revista Educação Especial, v. 25, n. 42, jan./abr. 2012; 57-731984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/4341/3092Bizerra, Alessandra FernandesCizauskas, Juliana Bettini VerdianiInglez, Glaucia ColliTino De Franco, Mileneinfo:eu-repo/semantics/openAccess2014-05-09T17:26:24Zoai:ojs.pkp.sfu.ca:article/4341Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T17:26:24Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” Conversas de aprendizagem em museus de ciências: como os deficientes visuais interpretam os materiais educativos do museu de microbiologia? |
title |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” |
spellingShingle |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” Bizerra, Alessandra Fernandes Visually impaired person Science museum Touching materials Learning talks. |
title_short |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” |
title_full |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” |
title_fullStr |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” |
title_full_unstemmed |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” |
title_sort |
“Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology” |
author |
Bizerra, Alessandra Fernandes |
author_facet |
Bizerra, Alessandra Fernandes Cizauskas, Juliana Bettini Verdiani Inglez, Glaucia Colli Tino De Franco, Milene |
author_role |
author |
author2 |
Cizauskas, Juliana Bettini Verdiani Inglez, Glaucia Colli Tino De Franco, Milene |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Bizerra, Alessandra Fernandes Cizauskas, Juliana Bettini Verdiani Inglez, Glaucia Colli Tino De Franco, Milene |
dc.subject.por.fl_str_mv |
Visually impaired person Science museum Touching materials Learning talks. |
topic |
Visually impaired person Science museum Touching materials Learning talks. |
description |
The processes of science communication and science education became especially important in the last quarter of the last century. Science museums, as non-formal spaces have an important role in amplifying and refining these processes. Being spaces open to the general public will be expected to develop programs that include all of its citizens. The Museum of Microbiology of the Butantan Institute has developed a series of activities and educational materials focusing on microorganisms that were designed to facilitate a closer integration of the visually impaired public with the scientific culture. In the present study, we sought to understand how visually deficient visitors interpreted the materials presented, determine the level of understanding that the use of these materials provided and study the significance attributed to them. Visually impaired visitors were interviewed during their interactions with the materials with the aid of an audio guide, and the talks generated were analyzed within interpretative categories. The most frequent category was “Strategic talk (Use)” (11.8%), in which the visually deficient visitors gave their opinions concerning the uses of the Micro-Touch Program. Two other categories, “Affective talk (Pleasure)” (10.2%) and “Perceptual talk (Identification)” (8.6%) were also established. A combination of tactile and auditory tools was fundamental to solve problems and to the creation of visual representations that are important to constructing and understanding scientific concepts and to facilitate the organization of theoretical thought. We suggest here the necessity of elaborating activities contents that favors the establishment of conceptual talks and considering the previously acquired knowledge of visually impaired visitors during the design of displays, providing higher frequency of other learning talks |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-03-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/4341 10.5902/1984686X4341 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/4341 |
identifier_str_mv |
10.5902/1984686X4341 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/4341/3092 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 25, n. 42, jan./abr. 2012; 57-73 Revista de Educación Especial; Revista Educação Especial, v. 25, n. 42, jan./abr. 2012; 57-73 Revista Educação Especial; Revista Educação Especial, v. 25, n. 42, jan./abr. 2012; 57-73 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944198660554752 |