Os objetos nos museus de ciências: o papel dos modelos pedagógicos na aprendizagem

Abstract

This study aimed to characterize the educational role of the objects / models in science museums.Thus, we consider in this study, the objects in the museum that were built with the intention of promoting relations of teaching and learning.We seek to point out the educational role of objects in museum exhibitions, as well as to characterize the potential of the object in expressing certain products and processes in learning to be presented in a museum exhibit.In addition, we sought to identify aspects related to the concepts and processes that subjects are able to perceive when observing the object in an exhibition.The methodological approach was based on the framework of qualitative research and was selected the Museum of Natural Sciences at the Catholic University of Minas Gerais.The choice of model of the skeleton of a giant sloth was because it is the object that by its size and position expographic draws the most attention.Moreover, it has an important role in the development of Biology and Paleontology studies, as well as meeting a wide range of important features, which made it suitable for this research.Museum professionals responsible for the production of models and makers of the exhibition were selected for interview.The five young people invited to participate in this study were 17 years old and currently enrolled in 2nd year of high school of a private school located in the city of Belo Horizonte, Minas Gerais, Brasil.We believe that choosing young people with the same level of schooling and affinities, of similar social levels and setting up friendship, ease social interaction, making the visit more fluid and natural.We took as reference the concepts of "learning in museums", by some authors such as George Hein, Falk and Dierking, Hooper-Greenhill and Scott Paris.Even for theoretical research, we chose fields related to education and objects / models in museums, especially in science museums.To collect the survey data, we combine the use of multiple sources, in order to obtain the necessary information regarding both the pedagogical intentions of the object, i.e. the model of the skeleton of the giant sloth, exhibited in the museum chosen as the interaction of young people in relation to this same object.For data collection with young people the survey had three stages: before, during and after the museum visit.The steps were recorded on video and audio, including interviews.Based on these results, we articulated the data from the whole "our eyes" and "look of the museum" and analyzed this data from the two axes related to the dimensions of learning, the conceptual axis and the axis of procedure.We also analyze the interactions of each youth, with the object and the whole pedagogic exhibition, from learning these axes.We realize that the intentions of the pedagogical model were understood by mostly young visitors which evidence, from the elements that make up the axis of conceptual and procedural learning analyzed.The interactions with objects in museums promote the possibility of observation, description and express prior knowledge, to promote discussion, development and testing of hypotheses.They also promote imagination, prompting questions.However, with regard to the proper formation of scientific concepts, to think how to present the object, the texts and images in museums are fundamental.

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