Abstract
This work aims to evaluate the possible contribution of four planetarium sessions to the process of scientific literacy. To develop this analysis, we adapted and used the scientific literacy indicators, initially used to evaluate exposures. The use of this tool allows different aspects to be identified within a planetarium session and, thus, the planetarium can choose sessions focused on scientific literacy. Of the four sessions evaluated, we found one session that stands out with the presence of the indicators while another session stands out for its almost complete absence. Still, the Scientific Indicator appeared in all sessions while the Institutional Indicator practically did not appear.
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