Preferencias y necesidades del profesorado o acompañante de grupo que visita un Museo Interactivo de Ciencias

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.Las consideraciones de los profesores o acompañantes de los grupos visitantes que visitan un Museo Interactivo de Ciencias son un factor importante a tener en cuenta para mejorar la enseñanza no formal de las ciencias. Para ello, se diseñó un cuestionario y fue suministrado a 218 profesores-acompañantes para obtener información relevante acerca de los objetivos, actividades realizadas pre-visita y post-visita, contenidos del currículo, aspectos positivos y que les gustaría realizar en la próxima visita. Este estudio destaca la inclusión de grupos escolares de la enseñanza obligatoria, grupos de la enseñanza reglada como Bachillerato, Ciclos Formativos, Educación Especial, Enseñanza de Adultos y Universidad además de los colectivos sociales como las ONGs promoviendo una investigación de todos y para todos en un espacio interactivo.Palabras clave: Aprendizaje no formal; Museos Interactivos de Ciencias; visitas guiadas; profesores; propuesta didáctica.Priorities and needs of teachers or group leader visiting an Interactive Science MuseumThe 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.Keywords: Non-formal learning; Interactive Science Museums; guided tour; teachers; didactic proposa