Abstract

This literature review aims to characterise mediation practices in non-formal science education settings (zoos, aquariums, botanical gardens, science centres and museums) based on empirical studies published in the last 15 years and to evaluate their potential in providing visitors with an equitable and inclusive experience, considering their responsiveness. The literature analysis grouped the findings into three mediation models (educator-centred, visitor-centred, and exhibition-centred), characterised by educators’ and visitors’ roles, visit structures, and mediation actions. The review contributes to identifying mediation processes with flexible structures and interactive and dialogic communication approaches as responsive. Factors related to non-formal settings and educators influencing the educators’ mediation model are also discussed. It is hoped that the framework emerging from this literature review will be useful for institutions and educators to evaluate the potential contributions of non-formal settings to science education, recognise the limitations of their mediation processes and commit to inclusion by moving towards a visitor-centred mediation model.