The visit to a science museum may be manifested through complex and dynamic motivations which, according to the literature, are under-investigated in a Brazilian context. In this study, an instrument has been modified and applied to 202 visitors up to 15 years in order to investigate motivation for visiting. Combined application of Exploratory Factor Analysis and the Information Bottleneck method revealed that 17 out of the 20 initial items in the questionnaire aligned with three dimensions of motivation. The main motivation was learning desire, while entertainment and interaction motivations
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Ana Cláudia KasseboehmerRosana de Fátima MartinhãoKenia Naara ParraDaniela Maria Lemos Barbato
Ideas from social justice can help us understand how equity issues are woven through out-of-school science learning practices. In this paper, I outline how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. I apply these ideas to out-of-school science learning via television, science clubs and maker spaces, looking at research as well as illustrative examples to see how equity challenges are being addressed in practice. I argue that out-of-school science