Non-formal science education settings play a significant role in fostering public engagement with science. However, ensuring equitable learning experiences remains a challenge. This study explores how personal, sociocultural, and physical aspects influence responsive mediation during guided school visits in Brazilian zoos and aquariums, using the Contextual Model of Learning as a framework. We conducted naturalistic observations of eight school visits facilitated by four mediators, complemented by semi-structured interviews with the four mediators. Results from the naturalistic observations identified three mediation models: visitor-centered, exhibition-centered, and mediator-centered. Visitor-centered mediation corresponds to greater responsiveness, with mediators actively adapting to different groups. According to mediators’ interviews, personal and sociocultural factors, including group size, age, and students interests and involvement, significantly influenced mediation strategies, while physical aspects, such as living collections and interactive materials, shaped opportunities for hands-on and hearts-on interactions. Articulating the results obtained from both types of data collection, our findings highlight the interplay of contextual factors in shaping responsive mediation and emphasize the need for targeted training programs to enhance mediators’ skills in adapting to diverse audiences.
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