Scientific Literacy Indicators: An Analysis of the Micropia Museum in Amsterdam

Abstract

Science museums have been recognized as strategic spaces for promoting Scientific Literacy (SL), particularly within the scope of non-formal education. In the field of microbiology, however, studies that systematically examine how museum exhibitions articulate scientific content, social dimensions, and knowledge production processes remain scarce. Addressing this gap, this study investigates the extent to which elements of Scientific Literacy are present in the permanent exhibition of the Micropia museum in Amsterdam, an institution dedicated exclusively to microbiology. A qualitative approach was adopted, involving the analysis of 56 exhibition units based on the Theoretical-Methodological Framework proposed by Marandino et al. (2018), which organizes Scientific Literacy into four indicators: scientific, social interface, institutional, and interaction. Data collection included systematic photographic documentation, textual description, and independent analysis by two researchers, with discrepancies resolved through consensus. The findings reveal the presence of all four indicators and some of their attributes, although with uneven distribution. The scientific indicator was identified in 100% of the exhibition units, demonstrating a strong emphasis on conceptual content. The interaction indicator appeared in 57% of the cases, highlighting investment in sensory and cognitive experiences. The social interface was identified in 43% of the units, whereas the institutional indicator showed limited occurrence (3.5%), indicating restricted explicitness of the political and structural dimensions of science. The study concludes that Micropia demonstrates significant potential for fostering Scientific Literacy, particularly in its conceptual and interactive dimensions. Nevertheless, the asymmetry among indicators suggests the need to enhance the visibility of scientific knowledge production processes and their sociopolitical implications. This research contributes to the field by providing a systematic analysis of a microbiology museum and by underscoring the importance of integrated approaches to strengthen Scientific Literacy in museum contexts.