A study about adolescents reading and interactions during a visit in Universum Science Museum, Mexico

Abstract

Many researchers have discussed the practice of reading in the museum context, with some authors arguing that texts are peripheral components of the exhibitions or that visitors do not read in these spaces. On the other hand, recent studies have stressed the pedagogical and communicative role of texts, contributing to visitors’ learning. This exploratory and qualitative study examines the visit of five groups of public-school students aged from 13 to 17 years to a Science Museum in Mexico. The results suggest that, within this setting, reading helps exploring and understanding the functioning of an exhibition module, as well as understanding an exhibition scientific content. This fact indicates that texts fulfill a relevant educational function, provoking reflections, deepening themes, and socializing scientific knowledge.