Mediation in Museums and Science Centers: Contributions to Teacher Education

Abstract

This article is part of the Master’s research "Museums, Science Centers and initial teacher education: contributions from the mediation practice held at the Science and Life Museum".  We stuck to this subject because we understand it as an important contribution to the education of undergraduate students who are in a period of professional training, thus allowing them to broaden their views regarding scientific dissemination. Based on this proposition, we sought to understand the differences and similarities that emerge from this formation. The dynamics of scientific dissemination and the popularization of science for teacher education are points that present differences among themselves, but that approach each other in the stages of application. To better understand this scenario, we performed a bibliographic review about the themes and, from there, we aimed to interconnect them. The question that motivated the research was how and what are the contributions of mediation practice in Museums and Science Centers that strengthen the initial education of teachers during the mediation process. We observed that there is a considerable theoretical production about the importance of such practice. The research assumption was confirmed. We noted that the contributions obtained by mediators during initial formation are related to the acquisition of professional experience and the knowledge that best qualifies them as future teachers. Thus, we highlighted as positive the mediation contributions in Museums and Science Centers for teaching practice in the acquisition of experience and professional knowledge.