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The considerations of teachers or groups leaders that visit an Interactive Science Museum are an important factor to improve the non-formal learning in science. To do this, a questionnaire was developed and it was supplied to 218 teachers or group leaders to obtain outstanding information about objectives, pre-visit and post-visit activities, contents of the curriculum contemplated, positive aspects and that they would like to make in the next visit. It's remarkable the inclusion of school groups of compulsory education, formal education groups such as High School, Vocational Training, Special Education, Adult Education and University as well as social groups like NGOs promoting a research for everyone in an interactive learning space. [ABSTRACT FROM AUTHOR]

Following the simple and complex deficit and democratic model approaches, this paper analyses the communication strategies applied in several museums and interactive centers --Parque Explora, Museo Interactivo Empresas Públicas de Medellín, Planetario Jesús Emilio Ramírez and Museo Universitario from the University of Antioquia in the city of Medellín-. We argue that communicating scientific and technological developments at a conjunctural moment -because of the pressure exerted by the demand side to bring knowledge within the reach of the man in the street- involves recognizing science and technology issues should not be conveyed in a language increasingly distanced from layman's understanding and should allow for citizens' critical thinking formation face to techno-scientific developments. By analysing the communication approaches mentioned above, we found significant obstacles to be overcome in the communication strategies applied by museum staff in order to come to an understanding of science and technology. [ABSTRACT FROM AUTHOR]