Enhancing public engagement and scientific literacy for marine conservation in Brazil: the role of informal science education events

Introduction

Marine ecosystems are among the most threatened globally, facing intensifying pressures such as ocean acidification, coral bleaching, bycatch, chemical and microbiological pollution, and habitat degradation (Marques, 2020). Addressing these challenges requires more than scientific advances alone, and public engagement has become an essential component of effective marine conservation (Jefferson et al., 2015; Day, 2017; Martínez-Laiz et al., 2023). In this sense, broad understanding of biodiversity loss, climate change, pollution, and unsustainable resource use helps generate societal support for conservation policies and encourages individual behavioral change (Dunn et al., 2023). When communities recognize the ecological importance of marine organisms, they are more inclined to adopt environmentally responsible practices, support the establishment of protected areas, and participate in citizen science initiatives (Peacock et al., 2025). Outreach programs, therefore, play a dual role, as they disseminate scientific knowledge alongside fostering the development of communities committed to safeguarding marine environments.

Scientific literacy refers to the ability of individuals to understand scientific concepts, critically evaluate information, and apply scientific reasoning to daily decisions (Kelp et al., 2023). In marine conservation, it enables the public to comprehend ecosystem dynamics, recognize the impacts of human activities, and support evidence-based management strategies. This skill is increasingly important in maintaining environmental quality as society confronts complex issues such as climate change, overfishing, pollution, and habitat degradation, where distinguishing reliable information from misinformation is essential (West and Bergstrom, 2021; Lopes et al., 2024).

Despite its importance, traditional educational systems often struggle to connect theoretical science with real-world marine issues (Colleton et al., 2016; McKinley et al., 2020), due to limited hands-on experiences, a lack of interdisciplinary approaches, and the slow integration of current scientific findings, all contributing to a persistent gap between scientific knowledge and public understanding. This gap does not reflect a lack of scientific knowledge, but rather difficulties in translating consolidated scientific understanding into accessible, socially relevant formats. This disconnect can weaken support for conservation policies and reduce public participation in environmental initiatives (Pazoto et al., 2023).

Informal science education helps bridge this gap by offering flexible, accessible, and engaging opportunities for learning outside formal classrooms (Kim and Dopico, 2016; Sacco et al., 2014). Through public events, exhibitions, and hands-on activities, researchers can communicate established scientific knowledge directly with diverse audiences, making science more approachable and relevant (Varner, 2014; Lacey et al., 2023; Robertson et al., 2024; Schaller et al., 2025; Piliou et al., 2025).

Unlike formal learning environments, which are often limited by curricular constraints, outreach initiatives create inclusive spaces that stimulate curiosity and engagement across age groups (de Araújo et al., 2024; Asrifan et al., 2025). These environments promote learning through direct interaction with biological specimens, multimedia displays, demonstrations, and open dialogue with scientists. By democratizing scientific knowledge, they encourage participation even among individuals with little prior exposure to environmental science. Ultimately, such settings reduce communication barriers, cultivate curiosity-driven learning, and empower communities to understand and value marine ecosystems, fostering a more informed, engaged, and environmentally responsible society (Sandahl and Tøttrup, 2020).

In this context, the present paper is explicitly framed as a qualitative, reflective, and perspective-oriented contribution, rather than an evaluative or experimental study. It examines strategies and educational tools employed in major Brazilian informal science education events focused on marine conservation. Rather than testing hypotheses or measuring learning outcomes quantitatively, the analysis discusses how hands-on and multisensory approaches, such as biological specimens, interactive games, and immersive technologies, are used to translate scientific knowledge on marine biodiversity, ecosystem functioning, anthropogenic impacts, and conservation strategies to the public and support learning experiences related to marine biodiversity and conservation. By documenting and contextualizing these practices, this paper contributes to broader discussions on science communication and public engagement in biodiversity-rich and socioenvironmentally complex contexts.

Methodological procedures

The reflections presented in this paper draw on systematic qualitative observation and practitioner-based reflection conducted during outreach activities conducted between 2023 and 2025. Data were collected at four major science communication events in Brazil: Semanas de Biologia (Biology Weeks), Fiocruz pra Você (Fiocruz for You), Semana Nacional de Ciência e Tecnologia (National Week of Science and Technology), and the Fisheries Festival in Rio de Janeiro.

Observations focused on how participants interacted with different categories of educational resources, including (i) biological specimens (plastinated animals, alcohol-preserved organisms, shark and ray dental arches), (ii) interactive displays (educational posters, 3D models, and game-based activities), (iii) immersive technologies (low-cost virtual reality viewers using 360° marine videos) and (iv) tactile materials (amigurumi animals and skeletal preparations). These materials were used to communicate core scientific concepts derived from marine biology and conservation science, such as biodiversity, trophic interactions, ecosystem services, and human impacts on marine systems.

Public engagement was explored through non-intrusive qualitative observation, focusing on participant behaviors and interactions, including time spent at exhibits, the frequency and nature of questions posed, expressions of surprise or curiosity, and intergenerational exchanges among visitors. Researchers documented recurring themes in audience questions and discussions, particularly those related to marine biodiversity, ecological roles, and perceived conservation challenges.

Given the outreach-oriented and open-access nature of the events, and the fact that this work was not designed as an evaluative research study, this study did not employ formal qualitative instruments such as structured interviews, questionnaires, or pre- and post-intervention assessments. Instead, reflections are derived from participant interactions, spontaneous feedback, observational field notes, and engagement indicators commonly used in informal science education, including quality of dialogue, audience participation, and repeated community involvement. While this approach does not allow for causal inference or direct measurement of learning gains or behavioral changes, it provides a robust qualitative basis for reflecting on processes, engagement dynamics, and the communicative potential of informal science education in marine conservation contexts.

This macro-analytical perspective is particularly relevant in a socioenvironmentally complex and territorially extensive country such as Brazil, whose continental dimensions encompass profound ecological, cultural, and socioeconomic heterogeneity (Joly et al., 2019; De Castro et al., 2020; Françoso et al., 2023; Santos, 2024; Glukhov, 2025). Deep inequalities in access to education, science communication, and learning opportunities across regions, social groups, and institutional contexts mean that teaching and outreach practices cannot be uniformly designed or assessed. Communication strategies must, therefore, be continuously adapted to distinct local realities, audiences, and infrastructural conditions.

Contextualizing major Brazilian science outreach events

In Brazil, several major outreach initiatives serve as key platforms for public engagement with science. Herein we present some case studies based on previous approaches in Brazil reported the literature indicative of successful public engagement and initiation in scientific literacy specifically regarding marine conservation.

Semanas de Biologia (“Biology Weeks”), for example, are annual academic events traditionally organized by universities, research centers, and biology departments across Brazil. They bring together students, researchers, professors, and members of the general public for a diverse program of lectures, workshops, exhibitions, short courses, and hands-on activities centered on the biological sciences. As multidisciplinary spaces, these events serve not only to disseminate current scientific knowledge but also to stimulate interest in biodiversity, conservation, and scientific careers among both university students and the wider community, including ocean-based science (Stefanelli-Silva et al., 2019; Boaventura et al., 2021; Netto et al., 2025; Massei et al., 2025). Importantly, Semanas de Biologia provide a unique opportunity for students, particularly those in training to become biologists, educators, or conservation practitioners, to experience the pedagogical value of biological didactic materials. Through direct contact with specimens such as plastinated animals, skeletal preparations, preserved organisms, and interactive models, students gain a deeper appreciation of how such materials can be used to communicate scientific concepts clearly and effectively to the public. This exposure helps future professionals recognize the power of tangible, visually engaging tools for teaching marine biodiversity, ecological interactions, and conservation challenges, ultimately empowering students to incorporate these strategies into future outreach, teaching, and conservation initiatives.

Fiocruz pra Você (“Fiocruz for you”), organized by the Oswaldo Cruz Foundation (Fiocruz), is a large-scale annual public health and science communication event that transforms institutional spaces into interactive learning environments (Bevilaqua et al., 2021). Fiocruz is one of Brazil's most prominent scientific institutions, internationally recognized for its leadership in public health, biomedicalnresearch, biotechnology, vaccine development, and epidemiological surveillance. It also plays a central role in advancing the principles of One Health, integrating human, animal, and environmental health to address complex, interconnected global challenges [Fundação Oswaldo Cruz (Fiocruz), 2025]. Within this context, Fiocruz pra Você serves as a bridge between scientific research and society by engaging families, children, and school groups through accessible demonstrations, exhibitions, laboratory tours, and hands-on educational activities. The event promotes scientific literacy, health awareness, and environmental responsibility, making cutting-edge research understandable and relevant to the general public while reinforcing Fiocruz's mission to improve health and quality of life through science, education, and community engagement (Bevilaqua et al., 2021).

Meanwhile, the Semana Nacional de Ciência e Tecnologia (National Week of Science and Technology), coordinated by the Brazilian Ministry of Science, Technology and Innovation, is the country's largest and most comprehensive nationwide science outreach initiative, held annually and aiming to democratize access to scientific knowledge and promote public engagement with science, technology, and innovation (Brasil, 2025). During this week, universities, research groups, museums, federal institutes, science centers, NGOs, and governmental agencies collaborate to organize an extensive program of activities across hundreds of cities. These activities include workshops, interactive exhibitions, scientific fairs, cultural performances, demonstrations, lectures, and hands-on experiments designed for audiences of all ages. The decentralized structure allows each participating institution to tailor its program to local needs and thematic priorities, ensuring broad social inclusion and geographic reach, even in regions with limited access to formal scientific institutions. By bringing science into public squares, schools, shopping centers, community centers, and coastal environments, the National Week of Science and Technology fosters direct interaction between scientists and society, strengthens scientific literacy, and highlights the relevance of science to everyday life. Its nationwide visibility also provides an important platform for discussing pressing issues such as environmental change, marine conservation, public health, and technological innovation, thereby reinforcing science as a central component of citizenship and sustainable development in Brazil (Garroti and Caldas, 2014; Francisco, 2024).

Certain smaller but highly focused events are also noteworthy. For example, a “Fisheries Festival” was conducted in 2025, in the state of Rio de Janeiro, bringing together more than a thousand visitors to celebrate the intersection of science, culture, and traditional fishing knowledge, strengthening public understanding of marine biodiversity and the challenges facing coastal ecosystems through interactive exhibits, live marine organisms, preserved specimens, hands-on activities, and community-led demonstrations [Fundo Brasileiro para a Biodiversidade (FUNBIO), 2025]. This festival was supported by the Brazilian Biodiversity Fund (FUNBIO), an independent civil society organization dedicated to managing financial mechanisms and conservation programs throughout Brazil. In this sense, FUNBIO administers a set of projects created under a Conduct Adjustment Agreement, a legal instrument used in Brazil to ensure that companies or institutions remedy environmental, social, or legal non-compliance. Instead of facing prolonged litigation, the responsible entity agrees to finance corrective and compensatory actions that benefit society and the environment. In this case, a Conduct Adjustment Agreement was established to address environmental impacts associated with offshore oil and gas operations, in which the energy company PRIO funds the compensatory measures, which are overseen by the Brazilian Federal Public Prosecutor's Office and implemented with FUNBIO's management. Through this mechanism, four major initiatives, namely Support to Protected Areas, Franciscana Dolphin Conservation, Environmental Education, and Marine and Fisheries Research, receive long-term, transparent support across the coast of Rio de Janeiro. At the festival, these projects demonstrated advances in marine research, environmental education, and species conservation. The event also highlighted the role of artisanal fishers and women's associations, emphasizing how traditional knowledge, sustainable livelihoods, and community empowerment contribute to effective marine conservation, and exchanges between researchers and fishing communities encouraged collaborative solutions for reducing bycatch and improving coastal management. This type of scientific outreach has also demonstrated effectiveness in diverse international contexts beyond Brazil (Alvarez et al., 2025; Athayde et al., 2025; Sautchuk et al., 2025), including countries such as India and Chile (Prawira et al., 2025; Mengo et al., 2025), reinforcing the broader value and transferability of such initiatives.

Other initiatives, such as the Caravana da Ciência program carried out in Cabo Frio, the state of Rio de Janeiro, highlight the significant role of informal science education events in enhancing public engagement and scientific literacy for marine conservation in Brazil. By introducing students and community members to organisms cultivated in local mariculture systems, such as mussels, oysters, and scallops, the Rio de Janeiro State Fisheries Institute (Fundação Instituto de Pesca do Estado do Rio de Janeiro, FIPERJ) promotes experiential learning grounded in the regional socio-environmental context. This direct interaction with living organisms has been applied in several areas worldwide (Correia et al., 2019; O'Neil et al., 2019; Correia et al., 2020; Idrus et al., 2021) and has been proven a valuable tool to enables] participants to better understand marine food production systems, ecosystem services, and the interdependence between environmental quality and human wellbeing, reinforcing the relevance of marine conservation to everyday life.

In parallel, Brazil's network of Federal Institutes of Education, Science, and Technology, public federal educational institutions, play an important role in providing free, high-quality education while integrating teaching, research, and community outreach. In this sense, the Fluminense Federal Institute (IFF) Cabo Frio Campus plays a strategic role in regional development in the state of Rio de Janeiro by offering technical, undergraduate, and continuing education programs closely aligned with local socioeconomic and environmental realities, particularly those related to coastal and marine systems (Pereira et al., 2021; Netto et al., 2025). The campus is actively involved in scientific research and extension activities focused on environmental sciences, marine conservation, fisheries, aquaculture, and public science education. Through laboratories, outreach programs, and partnerships with institutions such as FIPERJ and local research groups, IFF Cabo Frio promotes scientific literacy and community engagement. Its participation in initiatives like informal science education events helps bridge the gap between academic knowledge and society, supporting sustainable coastal development and fostering environmental awareness among students and the broader public. Some examples include activities carried out by the Cabo Frio IFF's Environmental Ecotoxicology Laboratory (Laboratório de Ecotoxicologia Ambiental, LEMAN), such as the microscopic observation of harmful microalgae, contributed to broadening public awareness of marine environmental risks that are often imperceptible to the naked eye. By visualizing microalgae capable of affecting aquaculture production and public health, participants gained insight into the complexity of marine ecosystems and the importance of scientific monitoring. This approach fosters a deeper understanding of how environmental degradation, eutrophication, and climate-related changes can directly impact coastal economies and food safety.

Together, these events provide diverse and far-reaching avenues through which scientific information can reach the lay public, making them strategic arenas for promoting environmental awareness and marine conservation. However, while they provide invaluable platforms for engagement, they are not without challenges. Key limitations include reliance on short-term funding cycles, which affects sustainability; inconsistent use of systematic evaluations to measure long-term learning outcomes; and uneven geographic reach, often failing to consistently engage remote coastal communities that are directly impacted by marine policy. Addressing these challenges is, therefore, paramount for maximizing the long-term impact of outreach on conservation behavior and policy support.

Importantly, these events are not designed as controlled educational interventions, but as open, inclusive platforms for science communication. Their primary contribution lies in expanding access to scientific knowledge, fostering dialogue between scientists and society, and adapting communication strategies to diverse cultural, social, and ecological contexts. Accordingly, their value is best understood through qualitative reflection on practices, rather than through standardized outcome metrics.

Tools used in Brazilian science outreach events

Groups participating in these events typically employ a wide range of didactic materials designed to make marine biodiversity tangible and engaging for diverse audiences. All materials described herein are grounded in established scientific knowledge from marine biology, ecology, fisheries science, and conservation research, and are used as mediators to translate this knowledge into accessible formats. Plastinated animals, for example, allow visitors to observe internal anatomical structures and appreciate morphological diversity without the use of chemical preservatives, offering a durable, safe, and visually striking way to teach anatomy and functional morphology. Specimens preserved in alcohol, including fish, crustaceans, mollusks, cnidarians, and other marine invertebrates rarely encountered by the general public are also effective in introducing visitors to lesser-known organisms and highlight the richness of Brazil's (and other areas) marine ecosystems. Both can also comprise unusual or rarely seen species, which stimulate curiosity and open discussions about evolution, adaptation, habitat specialization, and ecosystem dynamics. Fish dental arches are also very useful, as they vividly demonstrate feeding strategies, trophic interactions, and the ecological importance of the species. This is especially true for shark and rays, whose distinct tooth patterns often captivate children and adults alike, serving as an accessible entry point to discuss predation, marine food webs, and conservation threats.

Animal skeletons, exoskeletons, shells and crania constitute particularly powerful educational tools, as they reveal skeletal architecture, structural adaptations, and evolutionary relationships that are otherwise hidden in whole specimens. Skull morphology, for example, can be used to explain sensory specialization, feeding mechanics, and phylogenetic differences among taxa, while complete or partial skeletons allow discussions on locomotion, buoyancy, and habitat use. The direct observation of bones also provides opportunities to introduce scientific methods such as comparative anatomy, osteometry, and species identification, reinforcing how anatomical evidence is used in marine biology, archaeology, and conservation science.

Stuffed animal models, including anatomically informed plush replicas, further expand the potential of outreach activities by providing a tactile and approachable means of explaining specific anatomical features and standardized measurements. These models can be used to identify and label key body regions (e.g., fins, gills, carapace segments, or sensory organs), illustrate proportional relationships, and demonstrate how scientists take morphometric measurements used in species identification, growth assessments, and population studies. Their soft and manipulable nature makes them especially suitable for hands-on activities with children and visually impaired participants, reducing barriers to engagement while reinforcing scientific concepts. By combining accurate anatomical representation with interactive learning, stuffed animals help translate abstract biological terminology into concrete understanding, thereby increasing scientific literacy and fostering familiarity with research practices in marine science. Amigurumi animals (small, handmade stuffed creatures created using crochet or knitting techniques), have also been proven to be excellent science outreach tools. They attract diverse audiences, encourage interaction, and help communicate key messages about biodiversity and conservation. Their playful nature makes learning more enjoyable, especially for children, while still offering accurate representations of species and ecological concepts.

These tactile tools are also especially valuable for visually impaired visitors, for whom hands-on engagement is essential to accessing scientific content (Raynal et al., 2024; Avni et al., 2025), providing rich textures, shapes, and structural details that allow participants to explore anatomical features and ecological concepts through touch rather than sight. By incorporating guided tactile exploration, verbal description, and multisensory activities, science outreach events become more inclusive and equitable, ensuring that visually impaired audiences can meaningfully interact with marine biodiversity and fully participate in learning experiences that might otherwise be inaccessible.

In addition to physical specimens, posters and visual panels that summarize ecological concepts, present species information, and contextualize conservation challenges also help reinforce content from verbal explanations and ensure that visitors can engage at their own pace.

Portable microscopes connected to laptops are also very interesting, enabling visitors to observe prepared slides of plankton, fish scales, algae, and invertebrate tissues in real time. This interactive microscopy experience is often a highlight for younger participants, who are fascinated by the “hidden worlds” invisible to the naked eye.

Educational games, photo displays, and three-dimensional models are also used to further enhance learning, all of which encourage active public participation, and in the marine context, for example, can be used to match species to habitats, identify threats to marine ecosystems, or assemble trophic web puzzles. One particularly effective activity is the “fish for trash” game, in which participants use small nets or improvised “fishing rods” to remove plastic debris, cans, and other solid waste from a shallow pool or container. This playful activity illustrates the pervasive problem of marine pollution and highlights how human-generated waste enters aquatic environments. It also reinforces key messages about waste reduction, proper disposal, and the impacts of pollution on marine organisms, especially when paired with real specimens showing ingestion or entanglement effects.

To complement these approaches, low-cost 3D and virtual reality experiences are becoming increasingly common, using simple cardboard VR glasses paired with a basic cell phone. By showing 360° videos of coral reefs, mangroves, rocky shores, and open-ocean environments, visitors can virtually “dive” into marine ecosystems. This accessible form of immersive technology is particularly effective for communities with limited access to aquariums or coastal environments, enabling participants to experience marine habitats in an engaging and memorable way.

Figures 1–3 depict some of these tools in use at different science outreach programs in Brazil.

Rather than constituting experimental tools, these materials function as communicative interfaces that facilitate dialogue, curiosity, and contextualized learning across age groups and educational backgrounds. Together, these materials serve as powerful didactic tools that encourage participants to engage directly with marine biodiversity. Observing specimens, interacting with models, exploring immersive content, and participating in interactive games foster a deeper understanding of anatomy, ecological interactions, and conservation challenges while prompting questions that lead to rich scientific dialogue. Engagement activities include guided explanations, supervised handling of safe specimens, Q&A sessions, and short demonstrations about marine ecology, trophic webs, evolutionary adaptations, pollution, and climate change. Interactions are carefully adapted to suit children, adolescents, university students, and adults with no prior scientific background, ensuring that every visitor leaves with an enhanced appreciation of marine ecosystems and the importance of their conservation.

Public experiences

Across these events, public participation is typically consistently high, with visitors displaying strong interest in marine organisms and conservation topics. When discussing the observed attitudes from the public following the events, researchers from various disciplines (i.e., biological oceanography, public health, biological sciences in general, environmental chemistry and education, paleontology, among others) noted that children frequently expressed fascination when observing shark teeth or plastinated specimens, prompting questions about feeding behavior, anatomy, and ecological functions. Adults commonly engaged in discussions regarding pollution, overfishing, and the decline of charismatic species such as rays and sharks.

These observations do not constitute formal evidence of learning outcomes, but rather qualitative indications of engagement, curiosity, and conceptual questioning, all key markers of effective informal science communication. Visitors often reported never having seen such specimens before, highlighting the novelty and educational value of the displays. Many participants associated marine conservation solely with beaches or charismatic megafauna; exposure to lesser-known taxa expanded their understanding of biodiversity and ecosystem complexity. The hands-on approach appeared particularly effective in breaking down misconceptions, particularly regarding the perceived danger of sharks, and in fostering emotional connections to marine life. These interactions highlight the potential of informal outreach to enhance public understanding of marine ecology.

Such outreach experiences often represent the first direct contact many individuals have with marine organisms. While changes in knowledge or behavior were not quantitatively assessed, these encounters create opportunities for reflection, dialogue, and attitudinal shifts that are widely recognized in the literature as precursors to long-term engagement with conservation issues. For children, these encounters can spark long-term interest in science and conservation careers. For adults, they provide opportunities to challenge misconceptions, broaden environmental awareness, and motivate pro-conservation behaviors. By expanding learning opportunities beyond classrooms, these events cultivate an informed public capable of participating meaningfully in conservation initiatives.

Importance of outreach for marine policy and conservation behavior

Engaging society in marine conservation extends far beyond the dissemination of scientific information, in the sense that it plays a decisive role in shaping public opinion, influencing political decision-making, and encouraging environmentally responsible behavior. Outreach programs, thus, serve as a bridge between scientific research and societal action, helping transform abstract ecological issues into relatable, meaningful concerns. The contributions discussed herein should be understood as potential and process-oriented, rather than as measured impacts. By cultivating informed communities, these initiatives contribute to several important aspects of marine conservations, such as (i) greater acceptance of marine-protected areas, fishing regulations, and pollution control measures, as people better understand the ecological rationale behind such policies; (ii) behavioral shifts at the individual level, including reductions in single-use plastic consumption, improved waste disposal practices, and increased preference for sustainable seafood; (iii) active community participation in citizen-science initiatives, such as beach cleanups, biodiversity monitoring, water-quality assessments, and reporting of stranded or threatened marine species; (iv) enhanced political engagement, where citizens demand and support policy decisions aligned with marine conservation and environmental sustainability.

In this sense, when the public grasps the scientific basis of conservation strategies, they are far more likely to endorse and adopt them (Lopes et al., 2024). Scientific literacy thus becomes a prerequisite not only for personal environmental responsibility but also for broader social support of conservation-oriented governance. It is, thus, clear that informal science events can play an important role in strengthening scientific literacy and conservation awareness. The opportunity to interact directly with specimens, such as marine animals, skeletal structures, preserved organisms, and 3D models, enhances comprehension far beyond what can be achieved through textbooks, lectures, or digital media alone. These tangible, multisensory experiences foster curiosity, emotional connection, and long-term retention of information, making ecological concepts more concrete and memorable.

Moreover, the presence of trained researchers and educators creates a dynamic learning environment where real-time dialogue is possible. Misconceptions can be corrected on the spot, and participants are encouraged to ask spontaneous questions, deepening their understanding. Such personal interactions help humanize the scientific process, breaking down perceived barriers between scientists and society and making science approachable, trustworthy, and relevant.

For children and adolescents, exposure to authentic scientific materials and professionals can be transformative, sparking interest in careers in marine biology, conservation, environmental sciences, or related fields. For adults, these experiences can reinforce or reshape attitudes, leading to increased support for conservation policies, participation in environmental initiatives, and the adoption of more sustainable habits.

Crucially, outreach programs extend science beyond the boundaries of universities, laboratories, and formal educational systems, reaching diverse audiences, including communities with limited access to quality science education. This democratization of knowledge is essential for fostering widespread engagement with marine conservation and for building the societal foundation necessary to address complex environmental challenges. In this way, informal science education becomes not only an educational tool but a critical component of effective and inclusive marine conservation strategies.

Conclusions and future directions

Informal science outreach initiatives such as those depicted herein constitute strategically significant arenas for strengthening public engagement with marine conservation in Brazil. This paper does not claim to evaluate their effectiveness through standardized metrics; rather, it offers a reflective synthesis of practices, tools, and engagement dynamics observed across diverse contexts. Rather than replacing formal education, these programs operate as essential complementary spaces in which scientific knowledge, experiential learning, and public dialogue intersect. Through interactive exhibits, direct engagement with researchers, and multisensory approaches, such initiatives help render marine biodiversity and conservation challenges more tangible, relatable, and meaningful to diverse audiences.

From a broader perspective, these initiatives highlight the potential of informal education to bridge enduring gaps between scientific knowledge production and public understanding. Although immediate cognitive or behavioral outcomes are difficult to quantify in such settings, qualitative observations, supported by the literature, suggest that these experiences can stimulate curiosity, broaden awareness, and foster more nuanced perceptions of marine conservation. By facilitating direct contact with biological specimens, immersive visualizations, and open-ended dialogue, outreach activities can demystify scientific practice and contribute to building trust in scientific institutions. While immediate cognitive or behavioral outcomes are often difficult to quantify, converging evidence from the literature, together with qualitative observations, suggests that such experiences can stimulate curiosity, raise awareness of marine issues, and promote more nuanced public perceptions of conservation.

Looking ahead, several priorities emerge for strengthening the contribution of informal science education to marine conservation efforts, such as (i) Embedding multimodality in outreach design. Tactile materials, immersive media, and interactive games should be conceptualized not as peripheral attractions, but as central pedagogical elements. A deliberate multimodal approach enhances accessibility and inclusivity, supporting meaningful engagement among audiences with diverse sensory, educational, and cultural backgrounds; (ii) Moving from episodic events toward reflexive practice. The gradual incorporation of lightweight, mixed-method evaluation frameworks can support a shift from isolated outreach actions to cycles of reflective practice. Even simple pre- and post-activity instruments or structured observational tools can foster institutional learning, strengthen program coherence, and contribute to a more evidence-informed outreach culture, while preserving the flexibility intrinsic to informal education; (iii) Deepening community integration and co-production. Long-term relevance and social sustainability depend on meaningful collaboration with fishing communities, educators, and local organizations. Outreach initiatives that acknowledge and integrate local knowledge systems, lived experiences, and community priorities are more likely to frame conservation as a shared social endeavor rather than a unidirectional transmission of scientific information; (iv) Expanding spatial and social inclusion. Targeted strategies, such as mobile exhibitions and decentralized outreach formats, remain essential for reaching underserved coastal and inland regions. Prioritizing geographic and social equity can help reduce structural disparities in access to science and ensure that populations most directly affected by marine governance are actively included in conservation dialogues.

In this sense, informal science outreach should be understood not merely as a communication tool, but as a formative component of contemporary marine conservation strategies. When institutionally supported and reflexively designed, such initiatives can contribute to cultivating a scientifically literate and civically engaged public capable of participating in deliberative processes surrounding marine governance. In this sense, informal education emerges as a critical interface between science, society, and policy, one of growing importance in Brazil and other global marine biodiversity hotspots.

By positioning informal science outreach as a strategic, reflective, and practice-informed domain, this article aims to contribute conceptually to the advancement of marine science communication, rather than to serve as an evaluative report of a single intervention.

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Footnotes

Edited by: Miguel Angel Ahumada-Sempoal, University of the Sea, Mexico

Reviewed by: Janire Salazar, Spanish National Research Council (CSIC), Spain

María Del Carmen Alejo-Plata, Universidad del Mar, Mexico