New Perspectives in Science Education
Science Museums Across Borders: Interdisciplinary Virtual Exchange in Higher Education
Adriana Mattos, University College Groningen, University of Groningen (UCG-RUG) (The Netherlands)
Theisje van Dorsten, University of Groningen, The Netherlands (The Netherlands)
Nathalia Helena Azevedo, University of São Paulo (Brazil)
Karina Assunção, Federal University of ABC (Brazil)
Adriana Pugliese, Federal University of ABC (Brazil)
Abstract
In 2024–2025, second- and third-year bachelor students from the University of Groningen (Netherlands), the Federal University of ABC (Brazil), and the University of São Paulo (Brazil) participated in an international virtual exchange that critically examined science museums. The course was designed as an interdisciplinary module, co-taught in the Netherlands by lecturers from biology and art and cognition, and supported in Brazil by colleagues in science education. International student teams collaborated online in project-based assignments and conducted visits to local science museums in both countries. The analysis was guided by the indicators of scientific literacy as proposed by Marandino et al. (2018), as well as student-chosen themes of decolonisation, accessibility and inclusion. Students analysed museum materials, produced joint reports, and prepared academic abstracts, addressing authentic societal challenges under the guidance of staff from both countries. By working together on the same research question in two different socio-cultural contexts, the students deepened their understanding of the topic while practicing intercultural communication skills. This project demonstrates how structured international collaboration can enhance student motivation, foster critical reflection, and—crucially—lead to high levels of academic achievement. Evidence includes the acceptance of multiple student abstracts at major international conferences, such as the Fifth National Meeting of the Brazilian Association of Science Centers and Museums, and the European Science Education Research Association (ESERA) Conference. This experience highlights the potential of virtual intercultural and interdisciplinary collaboration at the bachelor level, offering a replicable model for higher education institutions seeking to integrate authentic, student-driven, and globally connected projects into their curricula.
Keywords: Higher Education; Science Education; Virtual Exchange; Interdisciplinarity; Student Motivation; Academic Achievement.
REFERENCES
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[3] Pedretti, E., & Iannini, A. M. N. (2020). Towards fourth-generation science museums. Canadian Journal of Science, Mathematics and Technology Education, 20, 700–714.
