Look how beautiful! The butterfly Garden at the Museum of Life Fiocruz (Rio de Janeiro) through the eyes of families

Olha, que lindas! O borboletário do Museu da Vida Fiocruz (Rio de Janeiro) pelo olhar de famílias

Authors

  • Luisa Massarani INCT-CPCT
  • BRUNA AGUIAR INCT-CPCT
  • Antero Pinto INCT-CPCT
  • Mônica Boanafina INCT-CPCT

DOI:

https://doi.org/10.1590/

Keywords:

social interactions, mediators, learning experiences, engagement

Abstract

In this study, we explored how conversations and interactions contribute to learning experiences and family engagement during a guided visit to the Butterfly House at the Fiocruz Museum of Life. Data were collected from seven families, totaling 29 individuals (12 of whom were children), through audio and video recordings using a subjective camera and analyzed using a coding protocol applied to the Dedoose software. The results show the emotional, behavioral, and cognitive engagement of the families. Adults facilitated children's understanding by associating information with previous experiences. Interaction with the facilitators fostered in-depth conversations that engaged families to varying degrees depending on the strategy used by these professionals. These results highlight the importance of professional training and educational materials to support meaningful and autonomous learning experiences

Author Biographies

  • Luisa Massarani, INCT-CPCT

    Possui doutorado pela Universidade Federal do Rio de Janeiro. É coordenadora do Instituto Nacional de Comunicação Pública de Ciência e Tecnologia e pesquisadora da Casa de Oswaldo, vinculada à Fundação Oswaldo Cruz (Fiocruz), no Brasil. Seus principais trabalhos se concentram em: aspectos históricos e contemporâneos da comunicação científica; museus de ciência e espaços projetados para a ciência; ciência, mídia e redes sociais; e percepção pública da ciência e da tecnologia. É Pesquisadora de Produtividade do CNPq e Cientista do Nosso Estado pela Faperj.

  • BRUNA AGUIAR, INCT-CPCT

    Possui doutorado e mestrado em Ciências pela Universidade de São Paulo. Atua como pesquisadora no Instituto Nacional de Comunicação Pública de Ciência e Tecnologia da Casa de Oswaldo Cruz/FIOCRUZ. Seus interesses de pesquisa são educação informal e comunicação científica.

  • Antero Pinto, INCT-CPCT

    É graduado em Geografia e Meio Ambiente (PUC-RJ). Trabalha no Instituto Nacional de Comunicação Pública de Ciência e Tecnologia da Casa Oswaldo Cruz, Fiocruz, Brasil. Seus interesses incluem comunicação científica e engajamento público com a ciência.

  • Mônica Boanafina, INCT-CPCT

    Mestre em Divulgação da Ciência, Tecnologia e Saúde na Casa de Oswaldo Cruz - FIOCRUZ. Pós Graduada em Orientação Educacional. Graduada em Pedagogia pela UERJ, com licenciatura na Educação Infantil e nos anos iniciais do Ensino Fundamental. Atua como pesquisadora no INCT de Comunicação Pública da Ciência e Tecnologia

References

Aguiar, B.I, Massarani, L., Scalfi, G., & Pinto, A.V.P.F. (2024). Olha o leão! Uma análise de conversas familiares em visita à Fundação Zoológico de São Paulo (São Paulo, Brasil). Revista de Educacíon em Biología, 27(1), 1-19. https://doi.org/10.59524/2344-9225.v27.n1.40901

» https://doi.org/10.59524/2344-9225.v27.n1.40901

Aguiar, B.I., Massarani, L., Scalfi, G., Gonçalves, W., Araujo, J.M., & Silva, J.B. (2025). Emoções e Ciência: uma análise das conversas e interações de famílias durante visitas espontâneas ao Museu da Natureza (Piauí, Brasil). Anais do Museu Paulista: história e cultura material,33(1), 1-34. https://doi.org/10.11606/1982-02672025v33e33

» https://doi.org/10.11606/1982-02672025v33e33

Allard, M., & Boucher, S. (1998). Éduquer au musée: un modèle théorique de pédagogie muséale [Education in the museum: a theorethical model of museum pedogogy]. Montreal: Éditions Hurtubise HMH.

Allen, S., & Gutwill, J. P. (2016). Exploring Models of Research-Practice Partnership within a Single Institution: Two Kinds of Jointly Negotiated Research. In D. M. Sobel, & F. L. Jipson, (Orgs.). Cognitive Development in Museum Settings (p.190-208) Londres: Routledge.

Ásványi K. , Fehér, Z., & Jászberényi, M. (2021). The Family-Friendly Museum: Museums through the eyes of families.Muzeologia a kultuturne dedicstvo-museology and cultural heritage, 9(1), 21-40. https://doi.org/10.46284/mkd.2021.9.1.2

» https://doi.org/10.46284/mkd.2021.9.1.2

Briseño-Garzón, A., & Anderson. D. (2012). A review of Latin American perspectives on museums and museum learning. Museum Management and Curatorship, 27(2), 161-177. https://doi.org/10.1080/09647775.2012.674321

» https://doi.org/10.1080/09647775.2012.674321

Callanan, M. A., Legare, C. H., Sobel, D. M., Garret, J. J., Letorneau, S., McHugh, S. R. ... & Watson, J. (2020). Exploration, Explanation, and Parent-Child Interaction in Museums.Monographs of the Society for Research in Child Development, 85(1), 1-147. https://doi.org/10.1111/mono.12412

» https://doi.org/10.1111/mono.12412

Colombo Júnior, P. D., Mourão Silva, R. R., Folador, H. F., Silva, M. I., & Ovigli, F. B. (2021). Visitas de crianças ao planetário itinerante da UFTM: a divulgação cinetífica em foco. Actio: Docência em ciências, 6(2), 1-22. https://doi.org/10.3895/actio.v6n2.14175

» https://doi.org/10.3895/actio.v6n2.14175

Ellenbogen, K. M., Luke, J. J., & Dierking, L. D. (2004). Family learning research in museums: an emerging disciplinary matrix? Science Education, 88(1), 48-58. https://doi.org/10.1002/sce.20015

» https://doi.org/10.1002/sce.20015

Falk, J. H. (2021). The value of museums: enhancing societal well-being. Lanham: Rowman & Littlefield.

Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaningWalnut Creek: Alta Mira.

Falk, J. H., & Dierking, L. D. (2014). The museum experience revisited Walnut Creek: Left Coast

Falk, J. H., & Storksdieck, M. (2005). Learning science from museum. Revista História, Ciências, Saúde-Manguinhos, 12(suplemento), 117-143. https://doi.org/10.1590/S0104-59702005000400007

» https://doi.org/10.1590/S0104-59702005000400007

Fiocruz. Sobre o museu: o que é o museu da vida fiocruz. (2025a). Disponível em: https://www.museudavida.fiocruz.br/index.php/pt-br/sobre-o-museu/o-que-e-o-museu-da-vida-fiocruz .

» https://www.museudavida.fiocruz.br/index.php/pt-br/sobre-o-museu/o-que-e-o-museu-da-vida-fiocruz

Fiocruz. Áreas de visitação: Borboletário. 2025b. Disponível em: https://ww w.museudavida.fiocruz.br/index.php/pt-br/area-de-visitacao/borboletario.

» https://ww

Franse, R. K., vanSchijndel, T. P., Plankman, T. I., & Raijmarkers, M. E. J. (2021). Families’ experiments and conversations at an open-ended exhibit in a science museum: individual characteristics and the influence of minimal guidance strategies. Science Education, 105(4), 707-742. https://doi.org/10.1002/sce.21620

» https://doi.org/10.1002/sce.21620

Glãveanu, V.P., & Lahlou, S. (2012). Through the creator’s eyes: using the subjective camera to study craft creativity. Creativity Research Journal, 24(2-3), 152-162. https://doi.org/10.1080/10400419.2012.677293

» https://doi.org/10.1080/10400419.2012.677293

Gu, B., Yu, D., & Liu, M. (2025). Family Science Capital Factors Affecting Early Childhood Science Learning: A Systematic Review.Behavioral Sciences,15(9), 1152, 2025. https://doi.org/10.3390/bs15091152

» https://doi.org/10.3390/bs15091152

Gupta, P., Peres, A., Martinez, N., Knutson, K., Crowley, K, & Chafee, R. (2024). From “Let Me Show You Something Cool” to “What Do You Notice?” Preparing College Interns for Floor Facilitation in a Natural History Museum, Journal of Museum Education, 49(4), 398-408, 2024. https://doi.org/10.1080/10598650.2024.2403198

» https://doi.org/10.1080/10598650.2024.2403198

Hladik, S., Sengupta, P., & Shanahan, M. C. (2022). Museum Facilitator Practice as Infrastructure Design Work for Public Computing.Cognition and Instruction,41(2), 248-289. https://doi.org/10.1080/07370008.2022.2129639

» https://doi.org/10.1080/07370008.2022.2129639

Huebner, E. J. (2025). A Critical Analysis of Immersive Environments: A Methodology for Museum Education. International Journal of Art & Desing Education, 44(3), 1-17. https://doi.org/10.1111/jade.12613

» https://doi.org/10.1111/jade.12613

Iserhard, C. A., Schwantz, T., Gallo, M. C., Gottschalk M. S. , & Bordin, K. M. (2024). Indirect Effects of Cattle Trampling on the Structure of Fruit-Feeding Butterfly Assemblages Inhabiting Restinga Forests in Southern Brazil.Diversity,16(8), 467. https://doi.org/10.3390/d16080467

» https://doi.org/10.3390/d16080467

Kisiel, J., Rowe, S., Vartabedian, M.A., & Kopczak, C. (2012). Evidence for family engagement in scientific reasoning at interactive animal exhibits. Science Education, 96(6), 1047-1070. https://doi.org/10.1002/sce.21036

» https://doi.org/10.1002/sce.21036

Knutson, K., Crowley, K., Gupta, P., Perez, A., Martinez, N., & Chafee, R. (2025). Talking to strangers about science: youth facilitators and family learning at the Natural History Museum. Curator the Museum Journal, 68(3), 542-552. https://doi.org/10.1111/cura.12669

» https://doi.org/10.1111/cura.12669

Labotka, D., Gelman, S. A., & Jipson, J. L. (2021). Parent-child conversations about animals on a visit to a (virtual) zoo. Cognitive Develpoment, 60(1), 101123. https://doi.org/10.1016/j.cogdev.2021.101123

» https://doi.org/10.1016/j.cogdev.2021.101123

Learmonth, M.J., Chiew, S.J., Godinez, A., & Fernandez, E. (2021). Animal-visitor interactions and the visitor experience: visitor behaviours, attitudes, perceptions, and learning in modern zoo. Animal Behaviour and Cognition, 8(4), 632-649. https://doi.org/10.26451/abc.08.04.13.2021

» https://doi.org/10.26451/abc.08.04.13.2021

Legendre, A. (1983). Appropriation par les enfants de l’environnement architectural. Enfance, Psychologie, Pedagogie, Neuropsychiatrie, Sociologie, 36(3), 389-395.

Lukes, L. A., Sultana, N., Solen, M., & Munzner, T. (2025). Visitor engagement with a digital science museum exhibit about Earth’s history and the geologic time scale: Implications for research methods and exhibit design.Journal of Geoscience Education, 1-12. https://doi.org/10.1080/10899995.2025.2514018

» https://doi.org/10.1080/10899995.2025.2514018

Mahata, A., Panda, R. M., Dash, P., Naik, A., Naik, A. K., & Palita, S. H. (2023). Microclimate and Vegetation Structure Significantly Affect Butterfly Assemblages in a Tropical Dry Forest.Climate,11(1), 220. https://doi.org/10.3390/cli11110220

» https://doi.org/10.3390/cli11110220

Massarani, L., Reznik, G., Rocha, J. N., Falla, S., Rowe, S., Martins, A. D., et al. (2019a). A Experiência de adolescentes ao visitar m museu de ciência: um estudo no museu da vida. Ensaio Pesquisa Em Educação Em Ciencias, 21:e10524. https://doi.org/10.1590/1983-21172019210115

» https://doi.org/10.1590/1983-21172019210115

Massarani, L., Fazio, M. E., Rocha, J. N., Dávila, A., Espinosa, S., & Bognanni, F. A. (2019b). La interactividad en los museos de ciencias, pivote entre expectativas y hechos empíricos: el caso del Centro Interactivo de Ciencia y Tecnología Abremate (Argentina). Ciência e Educação, 25(2), 467-484. https://doi.org/10.1590/1516- 731320190020012

» https://doi.org/10.1590/1516-

Massarani, L., Norberto Rocha, J., Scalfi, G., Silveira, Y., Cruz, W., & Lage dos Santos Guedes, L. (2021) Families Visit the Museum: A Study on Family Interactions and Conversations at the Museum of the Universe - Rio de Janeiro (Brazil). Frontiers in Education, 6:669467. https://doi.org/10.3389/feduc.2021.669467

» https://doi.org/10.3389/feduc.2021.669467

Massarani, L., Bizerra, A., Aguiar, B.I., Scalfi, G., Silveira, Y., & Bezzon, R.Z. (2022a). Engajamento em foco: uma análise do conteúdo conversacional de famílias em visita ao Aquário Jacques Huber (Belém). Amazônia: Revista de educação em ciências e matemática, 18(40), 5-21. https://doi.org/10.18542/amazrecm.v18i40.11886

» https://doi.org/10.18542/amazrecm.v18i40.11886

Massarani, L., Neves, R., Scalfi, G., Pinto, A. V. P. F., Almeida, C., Amorim, L., Ramalho, M., Bento, L., Santos Dahmouche, M., Fontanetto, R., & Rowe, S. (2022b). The role of mediators in science museums: An analysis of conversations and interactions of Brazilian families in free and mediated visits to an interactive exhibition on biodiversity. International Journal of Research in Education and Science (IJRES), 8(2), 328-361. https://doi.org/10.46328/ijres.2636

» https://doi.org/10.46328/ijres.2636

Massarani, L., Scalfi, G., Ribeiro, A., Gonçalves, W.S., & Aguiar, B.I. (2026). Emoções em um passeio em família: um estudo no Zoológico Municipal Quinzinho de Barros (Sorocaba, SP). Educação: Teoria e Prática, 36(71), 1-27. http://dx.doi.org/10.18675/1981-8106.v.36.n.71.s18598

» https://doi.org/10.18675/1981-8106.v.36.n.71.s18598

McClain, L. R., & Zimmerman, H. T. (2019). Family connections to local science issues: Howscientists use questions to engage families in personally relevant learning during science themed workshops. International Journal of Science Education Part B, 9(2), 154-170. https://doi.org/10.1080/21548455.2019.1584419

» https://doi.org/10.1080/21548455.2019.1584419

McClain, L. R., & Zimmerman, H. T. (2014). Prior experiences shaping family science conversations at a nature center. Science Education, 98(6), 1009-1032. https://doi.org/10.1002/sce.21134

» https://doi.org/10.1002/sce.21134

Moss, A., Jensen E. , & Gusset, M.Impact of a global biodiversity education campaign on zoo and aquarium visitors. Frontiers in Ecology and Environment, 15(5), 243-247. https://doi.org/10.1002/fee.14932017

» https://doi.org/10.1002/fee.1493

Ocular, G., Kelly, K.R., Millan, L., Neves, S., & Avila, K. (2022). Contributions of naturalistic parent-child conversations to children’s science learning during informal learning at aquarium and ath home. Frontiers in Psychology, 13(1), 1-10. https://doi.org/10.3389/fpsyg.2022.943648

» https://doi.org/10.3389/fpsyg.2022.943648

Patrick, P. G., & Tunniclife, S. D. (2013). Zoo talk London: Springer Nature.

Patrick, P. G. (2023). Sociocultural Theory: Intergenerational (Family) Sociocultural Dialogic Patterns and Spaces at an Aquarium Stingray Touch Tank. In P. G. Patrick, (Org.). How People Learn in Informal Science Environments (pp. 1-14). Switzerland: Springer, Cham.

Riedinger, K., & Storksdieck, M. (2023). Application of the Contextual Model of Learning and Situated Identity Model in Informal STEM Learning Research. In P.G. Patrick (Org.). How People Learn in Informal Science Environments (pp. 185-21). Switzerland: Springer, Cham.

Rodrigues, J. (2017). Estudando a alfabetização científica por meio de visita roteirizada a uma exposição de jardim botânico (Dissertação de Mestrado). Universidade de São Paulo, São Paulo.

Saumure, K., & Given, L. (2008). Data saturation. In L. Given (Org.). The sage encyclopedia of qualitative research methods (p.196-197) Thousand Oaks: Sage Publications Ltd.

Scalfi, G., Massarani, L., Bizerra, A., & Araújo, J.M. (2022). Analysing family conversations and interactions during visits to Parque das Aves (Foz do Iguaçu, Brazil) from children’s perspective. Leisure Studies,41(5), 1-18. https://doi.org/10.1080/02614367.2022.2043418

» https://doi.org/10.1080/02614367.2022.2043418

Scalfi, G., Massarani, L., Cerqueira, B.R.S., Silveira, Y., & Bizerra, A. (2024). Interação, conversas e construção de significado: um estudo sobre famílias em visita à exposição itinerante “Túnel da Ciência Max Planck 3.0). Investigações em Ensino de Ciências, 29(2), 17-31. https://doi.org/10.22600/1518-8795.ienci2024v29n2p17

» https://doi.org/10.22600/1518-8795.ienci2024v29n2p17

Shaby, N., Ben-Zvi Assaraf, O. B. Z., & Tal, T. (2019). ‘I know how it works!’ student engagement with exhibits in a science museum.International Journal of Science Education, Part B, 9(3), 233-252. https://doi.org/10.1080/21548455.2019.1624991

» https://doi.org/10.1080/21548455.2019.1624991

Soto-Lombana, C.A., Angulo-Delgado, F., & Romero-Acosta, J.L. (2024). La herramienta GLOs: Um aporte de los museos a la planeación y evaluacíon del aprendizaje escolar. Revista Eureka sobre Enseñanza y Divulgación de las Ciências, 21(1), 1602-2. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1602

» https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1602

Yin, R. K. (2021). Estudo de caso: planejamento e métodos Porto Alegre: Bookman.

Downloads

Published

2026-08-12

Issue

Vol. 28 (2026): ENSAIO: Pesquisa em Educação em Ciências

Section

RESEARCH REPORTS