Museus como espaços não formais de educação e como estratégia para o ensino de ciências com apoio de uma sequência didática

Abstract

In this study, we undertook an investigation into the use of non-formal educational environments, notably museums, with the purpose of promoting integrated, meaningful and active learning within the scope of science teaching. Our objective was to evaluate the UFC anatomy museum as a non-formal educational space using anatomical pieces of the human body, together with a didactic sequence. To achieve this objective, we conducted a quasi-experimental study, employing a mixed approach that combines qualitative and quantitative methods, focusing on the description and exploration of the elements in question. The research included a total of 309 participants, including higher education students, basic education students and 10 teachers. The development of methodological research advanced through a series of 10 systematically outlined steps, evolving to ensure the solidity of the results obtained. The validation of the questionnaires evaluated in the study was based on content validation procedures, in which 22 experts (judges) were tasked with analyzing and evaluating the questionnaires. The results of these analyzes indicated a Content Validity Coefficient (CVC) of 0.87, and a Content Validity Index (CVI) of 1.02. The analysis of data collected through satisfaction questionnaires (Q-SAT) and tests (Q-TESTE) involved percentage analysis and statistical tests, respectively. For the analysis of statistical data from the Q-SAT, the percentage measure was used, and for the Q-TESTE, the Shapiro-Wilk test with Wilcoxon post-test was applied with the aid of the Graphpad Prism version 8.0 program, with data with a value of p<0.05 being considered significant. This confirmed the effectiveness of implementing the Didactic Sequence called 6Cs in a context of expository and museographic didactic transposition. This culminated in an enriching, interdisciplinary, inclusive, playful and meaningful experience for visitors in the university museum environment. In summary, this research emphasized the originality of the approach adopted in promoting teaching and learning in science, by integrating a university museum into a carefully structured didactic sequence through the display of anatomical components of the human body.