Dinosaurs — The Return of the Giants: An Analysis of Conversations and Interactions from the Perspective of Visiting Families
DOI:
https://doi.org/10.28976/1984-2686rbpec2026u461483Keywords:
social interactions, informal education, family groups, learning experiencesAbstract
Family conversations and interactions during a visit to the Knowledge Pavilion, in Lisbon (Portugal), were analyzed to understand learning experiences. Fourteen families, totaling 54 individuals, participated in the study, including 28 children. Audiovisual recordings were made with a subjective camera worn by a child in the family. The data were coded and analyzed using Dedoose software. The results demonstrate the children's protagonism as they direct conversations through questions, search for answers, develop hypotheses, and express ideas. Adults facilitated understanding of scientific content through simplified explanations and contextualization of information. The conversations and interactions demonstrate that the children's active participation, combined with the families' cognitive effort, contributed to the enhancement of knowledge and the construction of meaningful and collaborative experiences.
Downloads
References
Aguiar, B. I., Massarani, L., Scalfi, G., & Gonçalves, W. (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, 33, 1–34. 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]. Éditions Hurtubise HMH.
Allen, S. (2002) Looking for learning in visitor talk: A methodological Exploration. In G. Leinhardt, & K. Crowley, K. (Org), Learning conversations in museums (pp. 259–303) Rotledge.
Allen, S. (2004). Designs for learning: studying science museum exhibits that do more than entertain. Science Education, 88(1), S17–S33. https://doi.org/10.1002/sce.20016
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.) (2009). Learning science in informal environments: people, places and pursuits. National Academies Press.
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
Callanan, M. A., Castañeda, C. L., Luce, M. R., & Martin, J. L. (2017). Family science talk in museums: Predicting children’s engagement from variations in talk and activity. Child Development, 88(5), 1492–1504. https://doi.org/10.1111/cdev.12886
Caporaso, J. S., Ball C. L., Marble Kimberly E., Boseovski J. J., Marcovitch, S., Bettencourt, K. M., & Zarecky, L. (2022). An observational investigation of how exhibit environment and design intersect to influence parent-child engagement. Visitor studies, 25(2), 185–216. https://doi.org/10.1080/10645578.2022.2051386
Carvalho, T. F. G., & Pacca, J. L. A. (2015). A aprendizagem num museu de ciência e o papel do monitor. Investigações em Ensino de Ciências, 20(1), 167–180. https://doi.org/10.22600/1518-8795.ienci2016v20n1p167
Degotardi, S., Jhonston, K., Little, H., Colliver, Y., & Hadley, F. (2019). “This is a learning opportunity”: how parente-child interactions and exhibit design foster the museum learning of prior-to-school aged children. Visitor Studies, 22(2), 171–191. https://doi.org/10.1080/10645578.2019.1664849
Doering, Z. D., & Pekarik, A. J. (1996). Questioning the Entrance Narrative. The Journal of Museum Education, 21(3), 20–23. https://doi.org/10.1080/10598650.1996.11510333
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
Falk, J.H. (2021). The value of museums: enhancing societal well-being. Rowman & Littlefield.
Falk, J. H., & Dierking, L. D. (2000). Learning from museums: visitor experiences and the making of meaning. Left Coast Press.
Falk, J. H., & Dierking, L. D. (2014). The museum experience revisited. Left Coast Press.
Flewitt, R., Bangpan, M., Manyukhina, Y., & Wyse, D. (2023). Young children’s engagement with objects in science museums: a rapid evidence assessment of research. Curator the Museum Journal, 66(1), 129–148. https://doi.org/10.1111/cura.12540
Franse, R. K., Van Schijndel, T. J. P., Plankman, T. I., & Raijmakers, 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
Gaskins, S. (11–15 de abril, 2016). Children’s Learning in Museums with their families. 25th museum rescue excavation and 2nd international museum workshop, Antalya, Turkey.
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
Gutwill, J. P., & Allen, S. (2010). Facilitating family group inquiry at science museum exhibits. Science Education, 94(4), 710–742. https://doi.org/10.1002/sce.20387
Gutwill, J. P., & Dancstep (née Dancu), T. (2017). Boosting metacognition in science museums: Simple exhibit label designs to enhance learning. Visitor Studies, 20(1), 72–88. https://doi.org/10.1080/10645578.2017.1297132
Gutwill, J. P., Hido, N., Sindorf, L.(2015). Research to practice: Observing learning in tinkering activities. Curator: The Museum Journal, 58(2), 151–168. https://doi.org/10.1111/cura.12105
Harris, E., & Winterbottom, M. (2018). “Why do parrots talk?” co-investigation as a model for promoting family learning through conversation in a natural history gallery. Journal of Biological Education, 52(1), 89–100. https://doi.org/10.1080/00219266.2017.1408934
Hohenstein, J., & Tenenbaum, H. R. (2022). Family conversations about species change as support for childrens’ developing understandings of evolution. Science Education, 107(3), 810–834. https://doi.org/10.1002/sce.21783
Jant, E. A., Haden, C. A., Uttal, D. H., & Babcock, E. (2014). Conversations and Object Manipulation Influence Children’s Learning in a Museum. Child Development, 85(5), 2029–2045. https://doi.org/10.1111/cdev.12252
Jee, B. D., & Anggoro, F. K. (2021). Designing exhibts to support relational learning in a science museum. Frontiers in Psychology, 12, 636030. https://doi.org/10.3389/fpsyg.2021.636030
Ji, J., Anderson, D., & Rodewald, P. (2025). Adult family members’ roles in mediating children’s visits at a Chinese science museum. Museum Management and Curatorship, 1(22), 1–22. https://doi.org/10.1080/09647775.2025.2467705
Leech, K., Chandler-Campbell, I. L., Alton, J., & Corriveau, K. H. (2022). Why would happen if?: a comparison of fathers’ and mothers’ questions to children during a science activity. Frontiers in Psychology, 14, 1078994. https://doi.org/10.1080/09647775.2025.2467705
Letourneau, S. M., Meisner, R., & Sobel, D. M. (2021). Effects of Facilitation vs. Exhibit Labels on Caregiver-Child Interactions at a Museum Exhibit. Frontiers in Psychology, 12, 637067. https://doi.org/10.3389/fpsyg.2021.637067
Manyukhina, Y., Haywood, N., Davies, K., & Wyse, D. (2024). Young children’s agency in the science museum: insights from the use of storytelling in object-rich galleries. International Journal of Science Education, Part B, 14(2), 177–193. https://doi.org/10.1080/21548455.2023.2244645
Massarani, L., Chagas, C., Rocha, L., Rowe, S., & Fontaneto, R. (2019a). Children’s protagonism in a science exhibition: an exploratory study of an exhibition in Rio de Janeiro (Brazil). Research in Science Education, 51(1), 1307–1324. https://doi.org/10.1007/s11165-019-09886-w
Massarani, L., Mucci Poenaru, L., Norberto Rocha, J., Rowe, S., & Falla, S. (2019b). Adolescents learning with exhibits and explainers: The case of Maloka. International Journal of Science Education, Part B, 9(3), 253–267. https://doi.org/10.1080/21548455.2019.1646439
Massarani, L., Reznik, G., Norberto, J., Falla, S., Rowe, S., Martins, A. D., & Amorim, L. (2019c). A experiência de adolescentes ao visitar um museu de ciência: um estudo no museu da vida. Ensaio: Pesquisa em Educação em Ciências (online), 21, e10524. https://doi.org/10.1590/1983-21172019210115
Massarani, L., Norberto Rocha, J., Scalfi, G., Silveira, Y., Cruz, W., & Guedes, L. L. S. (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
Massarani, L., Nepote, A. C., Beck, J., & Scalfi, G. (2022). Conversations About Evolution During Family Visits to an Exhibition About Darwin in a Mexican Museum: An Analysis of Scientific Reasoning. Interdisciplinary Journal of Environmental and Science Education, 18(2), e2267. https://doi.org/10.21601/ijese/11520
Massarani, L., Luís, C., Scalfi, G., Carneiro, J. B., & Pinto, A. V. P. F. (2024). Conversas em família sobre dinossauros em uma exposição no Museu Nacional de História Natural e Ciência, em Portugal. Revista Eletrônica de Educação, 18, e6225147, 1–26. https://doi.org/10.14244/reveduc.v18i1.6225
Massarani, L., Scalfi, G., Neves, R., Dahmouche, M. S., & Bento, L. (2023). Family visits to a biodiversity exhibit: An analysis of emotional responses during free visits and visits mediated by explainers. Cultures of Science, 6(2), 214–234. https://doi.org/10.1177/20966083231183255
McClain, L. R., & Zimmerman, H. T. (2016) Technology‐mediated engagement with nature: Sensory and social engagement with the outdoors supported through an e‐trailguide. International Journal of Science Education Part B, 6(4), 385–399. https://doi.org/10.1080/21548455.2016.1148827
Pactrick, P., & Moormann, A. (2021). Family interactions with biodiversity in a Natural History Museum. In M. Achian, J. Dillon, & M. Glackin (Org), Addresing wicked problems through science education: the role of out-of-school experiences (pp. 73–93). Springer Nature.
Patrick, P. G., &Tunnicliffe, S. D. (2013). The Zoo Voice: Zoo Education and Learning. In P. G. Patrick, & S. D. Tunnicliffe (Org), Zoo Talk (pp. 137–154) Springer.
Pavilhão do Conhecimento. (25 de junho, 2025a). Pavilhão do conhecimento termina o ano com o maior número de visitantes de sempre. https://www.pavconhecimento.pt/destaques/balanco-pavilhao-visitantes-2024.
Pavilhão do Conhecimento. (12 de janeiro, 2025b). Pavilhão do conhecimento: público geral. https://www.pavconhecimento.pt/pt/visite-nos/bilheteira.
Pavilhão do Conhecimento (12 de janeiro, 2025c). Dinossauros: o Regresso de Gigantes. https://www.pavconhecimento.pt/pt/dinossauros/o-regresso-dos-gigantes.
Rowe, S., Massarani, L., Gonçalves, W., & Luz, R. (2023). Emotion in informal learning as mediated action: Cultural, interpersonal and personal lenses. International Journal of Studies in Education and Science, 4(1), 73–99. https://doi.org/10.46328/ijses.50
Rowe, S., & Nickels, A. (2011). Visitor motivations across three informal education Institutions: An application of the identity-related visitor motivation model. Visitor Studies, 14(2), 162–175. https://doi.org/10.1080/10645578.2011.608006
Santos, J. C. (2014). Públicos dos Museus: um estudo qualitativo sobre as visitas em família – o caso do Museu da Eletricidade (Dissertação de Mestrado, Instituto Universitário de Lisboa, Lisboa, Portugal). Repositório Iscte: Instituto Universitário de Lisboa. https://repositorio.iscte-iul.pt/handle/10071/9424
Scalfi, G., Massarani, L., Bizerra, A., & Magalhães de Araújo, J. (2022). Analysing family conversations and interactions during visits to Parque das Aves (Foz do Iguaçu, Brazil) from children’s perspective. Leisure Studies, 41(5), 637–653. https://doi.org/10.1080/02614367.2022.2043418
Shaby, N., & Vedder-Weiss, D. (2021). Embodied interactions in a science museum. Science Education, 105(5), 938–960. https://doi.org/10.1002/sce.21666
Shaby, N., Ben-Zvi A., & Orit, L. N. (2022). Parental instructional strategies during family visit to an agricultural exhibition at a science museum. Interdisciplinary Journal of Environmental and Science Education, 18(2), e2268. https://doi.org/10.21601/ijese/11663
SMG - Science Museum Group. (2018). Annual reports and acconts 2017-2018. https://www.sciencemuseumgroup.org.uk/wp-content/uploads/2018/07/SMG-Annual-Report-Accounts-2017-2018.pdf
Sobel, D. M. (2023). Science, Technology, Engineering, and Mathematics (STEM) Engagement From Parent-Child Interaction in Informal Learning Environments. Current Directions in Psychological Science, 32(6), 454–461. https://doi.org/10.1177/09637214231190632
Taggart, J., Ellwood, M., Vasc, D., Chin, S., & Lillard, A.S (2020). Parents’ roles and question‐asking during pretend and real activities. Review of Social Development, 29(3), 767–782. https://doi.org/10.1111/sode.12436
Yin, R. K. (2014). Case Study Research: Design and Methods (5th ed.). Sage Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Luisa Massarani, Bruna Ibanes Aguiar, Cristina Luís, Graziele Scalfi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors are responsible for the veracity of the information provided and for the content of the papers.
The authors who publish in this journal fully agree with the following terms:
- The authors attest that the work is unpublished, that is, it has not been published in another journal, event notices or equivalent.
- The authors attest that they did not submit the paper to another journal simultaneously.
- The authors retain the copyright and grant to RPBEC the right of first publication, with the work licensed simultaneously under a Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and initial publication in this journal.
- The authors attest that they own the copyright or the written permission from copyright owners of figures, tables, large texts, etc. that are included in the paper.
- Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (for example, to publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication in order to increase the impact and citation of published work.
In case of identification of plagiarism, inappropriate republishing and simultaneous submissions, the authors authorize the Editorial Board to make public what happened, informing the editors of the journals involved, any plagiarized authors and their institutions of origin.
How to Cite
