摘要：Informal educational settings become more representative in society from day to day, as spaces for science communication. This study evaluated the mediation process, verifying how reflective education interfered in that process and the organization of the exhibition. Visits were categorized through the methodology of “Learning-Talks” by Sue Allen. We verified that the occurrence of different conversation categories varied in the different moments of the exhibit with greater intellectual and affective visitor engagement, a reflex of explainer’s actions, and exhibition structuration. Training, affective mediation, and organization form an inseparable triad and should be the focus of institutions working with scientific communication.
