Experiencias interactivas y conversacionales de familias visitantes en "Darwin, la exposición,explorando las especies", en el Museo Trompo Mágico, México / Interactive and conversational experiences of visiting families in "Darwin, the exhibition, exploring species," at the Museo Trompo Mágico, Mexico

Resumen Analizamos el contenido conversacional y las interacciones de diez familias, con el fin de comprender cómo es la experiencia de aprendizaje en una exposición científica. Como herramienta de análisis se utilizó un protocolo que combina aspectos teóricos y empíricos de la interactividad. Los resultados evidencian que las familias participaron activamente en la exhibición, observando y conversando sobre los animales, haciendo preguntas, buscando respuestas y elaborando explicaciones basadas en el pensamiento científico. Los adultos actuaron como facilitadores del aprendizaje y para ello se apoyaron en paneles informativos fomentando la conexión con experiencias previas. Los niños muestran curiosidad, emociones y comportamientos que evidencian sus experiencias de aprendizaje e interés por temas científicos.

Abstract We analyzed the conversational content and interactions of ten families, with the aim of understanding the learning experience of families in a scientific exhibition. As instrument of analysis, it was used a protocol combining theoretical and empirical aspects of interactivity. The results show that the families actively participated in the exhibition, observing and talking about the animals, asking questions, looking for answers and elaborating explanations based on scientific thinking. The adults acted as facilitators of learning and for this they were supported by information panels promoting the connection with previous experiences. Children show curiosity, emotions and behaviors that evidence their learning experiences and interest in scientific topics.

EFICACIA DEL MATERIAL DIDÁCTICO 'AGROFORESTERÍA' PARA AGRICULTORES DE TRES ZONAS DEL DEPARTAMENTO DE NARIÑO / EFFICACY OF THE TEACHING MATERIAL "AGROFORESTRY" IN FARMERS OF THREE ZONES OF THE DEPARTMENT NARIÑO

La inserción de las tecnologías de información y comunicación ­TIC­ en la educación ha generado diversidad de materiales educativos didácticos con estructuras complejas y difusión masiva. Sin embargo la evaluación de la pertinencia de dichos materiales en la adquisición de conocimientos es incipiente; por ello el objetivo fue evaluar el material didáctico 'Agroforestería' en el aprendizaje de agricultores de tres zonas del departamento de Nariño. Mediante investigación acción participativa se realizó talleres de capacitación en agroforestería. Se trabajó con el modelo Stufflebeam con dos test y una encuesta informal (variables cualitativas sobre diseño del material); los datos se analizaron a través de un diseño experimental de dos factores (f1 material didáctico y f2 tiempo) con el programa SPSS versión 22.0; se construyó un modelo lineal general con medidas repetidas (ANOVA mixto). Se obtuvieron diferencias significativas en participantes del grupo control en la prueba intrasujetos y en el grupo experimental en la prueba intersujetos; además, con el equipo técnico interdisciplinario, se identificó la necesidad de realizar algunos ajustes al material en cuanto a imágenes, ideas clave, forma y tamaño. Se concluye que la aplicación de materiales didácticos facilitó el aprendizaje significativo en los agricultores dado que el conocimiento adquirido se mantuvo en el tiempo, lo que evidencia que al integrar gráficos y textos contextualizados en los juegos y al desarrollarlos en un ambiente lúdico se genera una mayor compresión y se estimula la apropiación social del conocimiento.

The inclusion of information and communication technologies -ICTs- in education in the recent decades has generated a diverse variety of teaching educational materials with complex structures and massive dissemination. However, the assessment of the relevance of these materials in the acquisition of knowledge is incipient. For this reason, the objective of this research was to evaluate the teaching material "Agroforestry" in the learning of farmers in three zones of the Department of Nariño. Through participatory action research, training workshops on agroforestry were held. The Stufflebeam model was used with two tests and an informal survey (qualitative variables on material design). Data was analyzed through a two factors experimental design (f1teaching materials and f2 time) using the SPSS version 22.0 program. A general linear model with repeated measures (mixed ANOVA) was constructed. Significant differences were obtained in participants of the control group in the intra-subject test and in the experimental group in the inter-subject test. In addition, the need to make some changes on the teaching material in terms of images, key ideas, shape and size was identified with the interdisciplinary technical team. It is concluded that the use of teaching materials facilitated significant learning for the farmers given that the knowledge acquired was maintained over time, which shows that by integrating graphics and texts contextualized in the games and by developing them in a playful atmosphere, higher comprehension is created and the social appropriation of knowledge is stimulated.

Três olhares de além-mar: o museu como espaço de divulgação da ciência / Three views from overseas: the museum as a setting for educational outreach in the sciences

Em sua primeira visita ao Brasil, em 2001, os professores Michel Van Praet, Jean Davallon e Daniel Jacobi, pesquisadores e profissionais do campo museal francês, discutiram a natureza complexa da experiência museal. Michel Van Praet salienta a particularidade dos museus de história natural e avalia o trabalho que realisou à frente do projeto de renovação da Grande Galeria da Evolução do Museu Nacional de História Natural, inaugurada, em 1994, em Paris. Jean Davallon discute a contribuição da semiótica e da teoria da recepção para analisar como a exposição comunica e como se dá a construção de sentido em seu interior. Daniel Jacobi define algumas características da divulgação das ciências nos museus e aponta dificuldades para a sua realização.

During their first visit to Brazil, in 2001, Michel Van Praet, Jean Davallon, and Daniel Jacobi – French researchers in the field of museology – discussed the complex nature of the museum experience. Professor Van Praet underscores the unique character of natural history museums and offers an evaluation of his work as head of the restoration project at Paris's Grande Gallery of Evolution, inaugurated in 1994. Professor Davallon discusses the contribution of semiotics and reception theory in analyzing how an exhibit communicates and how meaning is constructed within it. Dr. Jacobi defines some characteristics of the dissemination of science at museums and points to problems encountered in achieving this end.

Museus e famílias: percepções e comportamentos de crianças e seus familiares em exposições para o público infantil / Museums and families: the perceptions and behavior of children and their families at children's exhibits

Este artigo apresenta resultados de pesquisa de doutorado realizada em três exposições interativas, planejadas para o público infantil e famílias. Duas delas ocorreram em museus londrinos: All Hands Gallery, no National Maritime Museum e Launch Pad, no Science Museum. "Me & My Body", foi montada no Eureka! The Museum for Children, na cidade de Halifax. A metodologia adotada e os achados obtidos são uma contribuição para o estudo de público de família em museus e serve como referência e base de comparação para estudos na área desenvolvidos em outros países. No Brasil, são ainda poucas as pesquisas realizadas em museus que tenham buscado 'conhecer' o público composto por grupos familiares que visitam essas instituições. A investigação demonstrou que tais ambientes são um importante produto cultural e educativo do museu para o público infantil e de famílias.

The article presents findings from doctoral research conducted at three interactive exhibits for children and family audiences. Two took place at museums in London (the National Maritime Museum's All Hands Gallery and the Science Museum's Launch Pad) while the third -"Me & My Body"- was on display at Eureka! The Museum for Children, in Halifax. Both the methodology adopted and the research findings are a contribution to the study of the family audience at museums and are meant to serve as a reference and a basis for comparison in similar studies conducted in other countries. Few museum studies in Brazil have sought to 'get to know' the audience comprising family groups that visit these institutes. My research showed that for children and their families these environments are an important cultural and educational product.