Introduction

Over the past few decades, public engagement with science and technology has gained increasing attention, driven by a growing recognition of the need for more inclusive and socially responsive approaches to innovation [21]. This trend is exemplified by the case study presented, from the Bragança Ciência Viva Science Center (from now on referred to as CCVB), a prominent hub for scientific outreach and public engagement in Portugal.

Science exhibitions are an effective tool for tech research and education, both in the production and design phase as well as in informal settings such as science centers and science museums, as they are used to promote informal learning in visitors. Many research in the past (and present) are focused on teaching and learning science in these environments, led by researchers in the area of Pedagogy and Education. But we also believe that in informal settings such as Science Centers and Science Museums, a specific approach from a technological point of view should be also profoundly studied. Educational virtual environments (VEs) are correlated with higher levels of cognitive performance and emotional development, factors that contribute to knowledge construction [13]. Technology can serve as a medium for visitors to feel connected throughout their museum experience. This creates an opportunity for both educators and museum facilitators to promote an interactive viewing experience [11; 12].

The CCVB’s primary mission is to disseminate science and technology in society and promote educational and scientific literacy. It aims to become a more recognized pole of knowledge, in cross-cutting areas and of proven importance for society. This ongoing research is based on the analysis of exhibits innovation will unequivocally contribute to the development of attractiveness improvement of CCVB, offering purposeful exhibits and activities focused on young and adult education, based on consolidated projects aiming for an effective learning. This mission is supported by the facilities that host a permanent exhibition, with interactive exhibits dedicated to major themes such as Environment and Energy, at the main building, and with the historical, cultural and ecological heritage of the Northeast of Portugal, at Casa da Seda (Silk House).

The CCVB bases the diversity of its offer both on the thematic and depending on the target audiences, in the most comprehensive scientific dissemination actions possible. It is recognized as an exceptional channel for communicating current issues and it is an ideal space to involve citizens in the democratization of knowledge and the promotion of favorable changes in their behavior, facing extremely pertinent issues, such as energy sustainability and the preservation of the environment (United Nations Framework Convention on Climate Change COP21). CCVB is also part of the Portuguese National Network of Ciência Viva Science Centers, consisting of 21 Centers spread across the continent and islands. CCVB also belongs to the ECSITE (European Network of Science Centers and Museums) whose main objectives include inspiring and empowering science centers, museums and all organizations that involve people with science, to promote their curiosity and actions, and also to foster creativity and critical thinking in the European society, emboldening citizens to engage deeply with science.

Case Study

Science center exhibits are typically highly interactive, involve a wide range of target groups, have a specific purpose of being educational and engaging, and set requirements for robustness and ethics. The exhibits open up for different modes of embodied interaction, where users can participate and collaborate in different forms and degrees, and where digital and physical design materials and spaces merge. Science centers can also work as a stage for transdisciplinary, where natural science meets arts and humanities [23].

A socio-scientific issue based exhibition should be designed with a focus on increasing public engagement with science and relevance science centers in society, and it should convey various kinds of information contextually and make visitors share their own opinions with others in an exhibition space [25]. Theoretical design research on science centers, summarized in the Design of Experience – DEX Framework [16;17], suggests that the visitor experience in a science center is based on five building blocks: physical, institutional, personal, relational, and social.

We are studying which exhibits are more effective in an informal learning experience. We also want to assess how the engaging process in a learning experience is directly related to its location and understand at what level and how everyone that has the experience values digitalization of contents. Interactive exhibitions which can be tried out by touching and playing, between space and technology themed exhibition areas, in science centers for visitors are among the places that make the greatest contribution in terms of informal education [20].

This ongoing research has as its main objective to contribute to the field of science communication as it can provide recommendations to the setting up of new exhibitions.

We will study this based in visitors’ engagement experience, evaluating their experience. Staff facilitators and educators can also help visitors and families learn more from museum exhibits by giving them information about exhibits, as well as by concurrently challenging and encouraging visitors in their interactions with exhibits [19] and foster participative civic engagement in finding solutions to common challenges, as a society.

We can develop, with science-based projects, new approaches to exhibitions, recommending its production and design, considering the data collected with different target-groups of visitors and the specific context of our science center (geographical location, dimension, funding, resources – financial and human). Overall objectives also include in the long term:

Improve the basic skills of individuals by managing new technology and information;

Consolidate specific skills (in terms of cultural literacy, science and technology and community development);

Integrate of experienced knowledge in their lives;

Improve personal motivation and critical reflection in science issues.

The 2030 Agenda and the 17 Sustainable Development Goals (SDGs) are nowadays the main international reference framework linking human rights with sustainable development and in SDG 4 – Quality Education, is mentioned the role of global citizenship and education in developing individual competences to reach the defined targets of the Agenda, namely: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” [22].

As a result, the education process, either in formal or informal contexts, has been affirmed as an instrument against discrimination and exclusion, and their access has been facilitated as a mean of promoting justice, freedom, human rights and peace. Finally, this is in line with the Horizontal priority related to innovative practices in a digital era as it addresses innovatively the connection between reality–virtuality. It will sustain the taking up of digital and virtual or digital-based technologies and of innovative and open pedagogies in science education, training, tourism, social and cultural heritage.

2.1. Methodology

The Bragança Ciência Viva Science Center, where this case-study was made, offers 26 interactive exhibits focused on 3 major themes:

Presenting scientific principles connected to the production and manufacture of SILK, research of its properties and the silkworm ecology (n=6) [Exhibits: Metamorphosis, Magic Book, Inside the Silkworm, Legend of the Princess, The Silk Factory and Spinning and Playing]

Presenting scientific and technical principles and solutions connected to Sustainability (n=11) [Exhibits: Tech Platform Silkhouse, Silkhouse Interactive, SmartRiver, Rocket, Environment and Quality of life, Snails Race, Ecological Footprint, Birthday Cake & Wind Energy, Recycling, Facilities Tech and Electricity (outdoor)].

Presenting scientific principles related to Fundamental Sciences such as Biology (Biodiversity) Physics (Astronomy), Geology, Geography and Climate Science (n=8) [Exhibits: Virtual Douro, Natural Park Montesinho Timelapse, Tornado, Google Earth, Tree of Life, Natural Landscapes, Solar System and Origin of Life and Magnetism].

An exploratory questionnaire was carried out during 2021 (a pandemic year) by the team of the Bragança Ciência Viva Science Center on an exhibit using Virtual Reality to simulate a trip in the Douro Rover by boat.

Results

The results of 154 questionnaires are indicative of the public’s perception of good acceptance of new approaches to science exhibits. These preliminary approaches are in line with what the literature indicates. Findings suggest that different resource designs are associated with different levels of engagement-related behaviors, and designs for guided exploratory learning in particular have the potential to support students’ progress towards conceptual understanding [14]. Studies also show that the latest human-computer interaction (HCI) innovations have made many technologies, e.g., virtual reality, personal digital assistant, biometric authentication, e.g., fingerprint scanner available to us and have made our lives convenient, secure etc. [10].  Virtual Reality Environments can be means of enhancing, motivating and stimulating learners’ understanding of certain events, especially those for which the traditional notion of instructional learning has proven inappropriate or difficult [18].

In museum settings, forms and techniques of digital interactivity have become a common practice directly impacting the visitors’ experience of exhibitions and their content, arguably encouraging participation, empowerment, alternative approaches to engaging with dominant histories, on-going and controversial issues and a degree of liberation from didactic models of knowledge production [15].

Conclusions

CCVB and its partners are environments that promote educational and scientific knowledge dissemination. Providing access to scientific information and educational activities for people with different social backgrounds is part of Ciência Viva mission. This includes allowing less favored people to access recent technologies, such as people with less economic power or physical disabilities. Establishing contact between different social status audiences and recent technologies promotes inclusion by allowing unrestrained access and interaction with technology that otherwise would not be possible by people from disadvantaged layers of society.

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