Here is the interview with Maria Xanthoudaki, Director of Education at the Leonardo da Vinci National Museum of Science and Technology. It was a pleasure to discuss science engagement and learning methodologies with her. Happy reading!
From recent studies, Italy ranks among EU countries with the lowest number of young people interested in science. How can this trend be improved?
This question frequently arises in public debates, and I’ve personally been part of several discussions on the topic, including quite recently. People often ask: Why do these gaps exist? Why are the scores, though average, not encouraging? The answers usually center on methodological aspects.
It’s fair to say that schools have a significant role to play, despite the immense effort they are already making to manage the rapid pace of social change alongside the diversity of their student populations. There is no single, straightforward answer—no clear “culprit.”
A crucial concept for educators, whether in formal or informal settings, is “scientific capital,” a term introduced by research from King’s College London in collaboration with UCL and the Science Museum London. Scientific capital isn’t exclusive to those who excel in science. Instead, it’s like a “backpack” filled with relationships and scientific experiences accumulated throughout life. This backpack grows daily, fostering a more positive and confident attitude toward science.
Another essential question is: What does it mean to learn? Learning involves absorbing stimuli from the world and giving them meaning. We need to broaden the definition of learning experiences, recognizing that they encompass not just disciplinary knowledge but also cognitive, social, emotional, and physical processes. The body itself is a tool for learning, extending beyond “hands-on” approaches.
If we could fully value all the ways a human being interacts with the world, we could achieve a greater impact. This would result in methodological and educational work that offers diverse “entry points” into the “black box” of science, enabling individuals to establish personally meaningful relationships with it.
2. What actions could be implemented to bring young children closer to science?
Again, the answer lies in methodology, and it applies not just to children but to everyone. Educational activities that aim for “deep learning”—helping build transferable knowledge and skills—tend to be more effective and engaging.
Learning doesn’t end in school or at a museum. Therefore, educators should focus on valuing processes over results. Numerous studies examine the long-term impact of museum experiences, showing how these experiences are absorbed and transformed into competencies and tools integrated into daily life.
3. Many museums rely on private foundations for funding and to expand their collections. Is patronage still a viable model, or are there other alternatives?
In our experience, patronage remains an essential mechanism for the sustainability and renewal of museums, especially in a context of increasingly limited public resources. Beyond fundraising, the critical aspect is developing partnerships based on trust with institutions and patrons—whether foundations or businesses. These partnerships should aim for authentic alignment of intentions and objectives to generate opportunities and channel cultural resources that are relevant to the communities they serve.
4. What are the museum’s most notable models of visitor engagement in recent years?
I’ll mention two models closely tied to the history and identity of the Leonardo da Vinci National Museum of Science and Technology.
1. As a collection-based museum with permanent exhibitions, visitors engage through guided or unguided tours.
2. The museum also features 14 interactive laboratories, designed to make visitors active participants in experimental experiences.
Our research and development of educational tools and methodologies are continually evolving to keep pace with changing public needs and technological advancements. This includes the introduction of multimedia and digital tools within exhibitions, as well as artistic collaborations and programs to create diverse “entry points” into understanding scientific topics.
The museum fosters an educational approach that promotes open, creative, and varied learning experiences.
5. What are the museum’s latest projects?
Two strategic projects come to mind:
FUTURE INVENTORS (launched in 2019 and supported by the Fondazione Rocca): This initiative aimed to improve middle school students’ relationship with STEM subjects. The innovative approach integrated aesthetic and artistic languages into educational activities, emphasizing embodied cognition—leveraging physicality, movement, and senses as powerful learning tools. The core message is simple but profound: emotions and the body are fundamental even in STEM education.
Credits: Leonardo Da Vinci National Museum of Science and Technology
PLAYLAB (for children aged 3 to 6): This three-year initiative involved designing a 400-square-meter space, including a structured Atelier for facilitated activities and four free-play rooms. PLAYLAB emphasizes children’s central role in learning processes, fostering agency (the ability to make choices and take ownership of learning). The space encourages scientific thinking through observation, iteration, representation, and creative exploration. It also promotes socio-emotional learning and collaboration with peers and adults.
Parents play an essential role, whether as observers or participants, based on their desired level of involvement. The design incorporates storytelling, collection objects, digital-analog integration, and light-shadow play to create a rich and engaging learning environment.
Credits: Leonardo Da Vinci National Museum of Science and Technology
6. Could you recommend a book or film that has inspired your career or played a significant role in it?
For a book, I would recommend Something Incredibly Wonderful Happens by K.C. Cole, a biography of Frank Oppenheimer, founder of the Exploratorium in San Francisco. The book explores his life and the philosophy behind creating a museum that redefined science education, inspired by the need to rebuild trust in science after the devastation of Hiroshima and Nagasaki.
For a film, The Dead Poets Society (“L’Attimo Fuggente”) comes to mind. I watched it during my university years studying pedagogy. The moment when students stand on their desks, encouraged by their teacher to see the world from a different perspective, profoundly resonated with me. It underscored the importance of valuing learners and creating open, diverse, and inclusive learning contexts that embrace the multiplicity of ways humans relate to the world.