Ana Dias

A museum is valued according to its collections, communication and knowledge exchange with visitors (Primo, 1999). Museums should be in dialogue with the public, contributing to their development (Skramstad, 2004) and collective memory (Wertsch, 2004). Social interactions and working in participants’ zone of proximal development (Vygotsky, 1934/1962) play an important role in non-formal learning opportunities that take place at museums. The National Museum of Natural History and Science (Lisbon University) offers weekly holiday programmes for children and teenagers, aiming at developing scientific literacy in intercultural and inclusive spaces and times, facilitating knowledge appropriation and social participation. We studied these programmes, assuming an interpretive approach (Denzin, 2002) and developing an intrinsic case study (Stake, 1995). The main participants were these children and teenagers, their parents, and museum educational agents. Data collecting instruments included observation, interviews, questionnaires, children and teenagers’ protocols and tasks inspired in projective techniques. Data treatment and analysis was based on a narrative content analysis (Clandinin & Connelly, 1998) from which inductive categories emerged (Hamido & César, 2009). Some examples illuminate participants’ expectancies, their engagement in activities, and the contributions of social interactions and non-formal education to the development of scientific literacy.