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Journal articles on the topic 'Museums and schools'
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1
Kiurski, Dragan. "The Museum as a learning environment and a supplement to school learning: An example of the educational programs of the Kikinda National Museum." Nastava i vaspitanje 72, no. 2 (2023): 277–91. http://dx.doi.org/10.5937/nasvas2302277k.
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Shifting the focus from collections to visitors, museums have developed numerous educational programs in the past few decades, addressed to a diverse audience. Special attention is paid to the school and preschool populations. Schools and kindergartens have become inseparable partners of museums, and the partnership strives to provide education with an informal character. Whet-her it is children from local schools or children who visit museums as part of school excursions, museums serve as an inspiring setting for acquiring and expanding knowledge and enriching experiences. In order to deepen relations with schools and kindergartens, the educational services of museums and galleries create special programs based on the correlation between school programs and museum collections. They do this through such forms as storytelling, workshops, quizzes, and theatrical models. The paper looks at the genesis of pedagogical work in museums and the theoretical starting points of the relationship between schools and museums, and presents the results of empirical research on this relationship and learning outcomes in the Kikinda National Museum.
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Feliu-Torruella, Maria, Mercè Fernández-Santín, and Javiera Atenas. "Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage." Sustainability 13, no. 7 (March 26, 2021): 3713. http://dx.doi.org/10.3390/su13073713.
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Schools and museums represent essential spaces for the development of learning and understanding of the world surrounding us through the arts and heritage. One of the things learned in the COVID crisis is that it is key to build bridges between schools and museums to support their educational activities, regardless of the possibility to access these spaces in person. School teachers and museum educators have the opportunity to develop a critical and creative citizenry by collaborating in the design of learning activities that can bring the museums to schools and schools to the museum by adopting the Reggio Emilia approach. The results of the study arise from a triangulation of data, as we contrasted the literature about the Reggio Emilia approach with the practices of museums that use such a philosophy and with the analysis of a series of interviews with experts in early childhood education and Reggio Emilia in order to identify a series of good practices, which we used to delineate recommendations to foster the adoption of this model and establish relationships between schools and museums, enhancing the opportunities to develop critical and creative thinking throughout activities and to understand the heritage and the arts, thus fostering citizenship from an early childhood.
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Wibowo, Agung. "MUSEUM DAN SEKOLAH: SINERGI KEBIJAKAN DEMOKRATISASI KEBUDAYAAN MELALUI PROGRAM PEMBELAJARAN SENI DAN BUDAYA DI KOTA LA ROCHELLE - PRANCIS." Paradigma: Jurnal Kajian Budaya 14, no. 1 (April 30, 2024): 122–36. http://dx.doi.org/10.17510/paradigma.v14i1.1411.
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Our article describes the relationship between museums and schools as a policy of democratisation of French culture, a policy that has encouraged the ministry of education and the ministry of culture to work together in designing arts and cultural learning programmes in museums and in schools. The case study of the implementation of the national policy of democratisation of culture by the municipality of La Rochelle is an important consideration that can help us to understand how the locality of public policy implementation in France can contribute specific characteristics to the cultural development and management of museums and schools. Arts and culture learning in museums aims to bring students into direct contact with museum collections. The aim is to give students real-life experiences, encouraging them to easily express or talk about them, both in the classroom and beyond. Learning in museums is designed to build sensitivity to emotions and impressions that arise when dealing directly with museum objects, when looking at the shape, colour or material of museum objects. Students will comment and express their experiences. This is the virtue of the learning process.
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Danek, Jan, B. Shaushekova, and E. Ibrayeva. "Advantages of joint work of school with organizations of supplementary education at different historical stages." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 66–72. http://dx.doi.org/10.31489/2021ped1/66-72.
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Article deals with the problem of interaction of the museum and school from the early ages. Authors give thoroughly full images of joint work of museums and schools in developed countries and analyze their experiences in conducting this way of cooperation. In the article there were listed the problems of interaction between the museum and the school and features of interaction at different historical stages. Authors describe the promising models of cooperation and the answers to question ‘How the problem of “museum and school” is solved abroad?’ Work of museums with students have been discussed in details, i.e. work with preschoolers and younger students, middle and high school students. Authors gave classification of museums of educational institutions: university museums, school museums, pedagogical museums. They have considered pedagogical museums in the period of origin and prosperity, the evolution of pedagogical museums, museums of the history of education and children's museums. Authors have analyzed the prospective of having museumschool partnership.
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Zbuchea, Alexandra, Loredana Ivan, Mona-Silvia Timofte, and Iulia Iordan. "Closing the Gap between Museums and Schools." Culture. Society. Economy. Politics 2, no. 2 (December 1, 2022): 11–25. http://dx.doi.org/10.2478/csep-2022-0008.
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Abstract Museums’ roles are diversifying considering their dynamic relationships with the present-day economy, society, and communities. Nevertheless, education is the main constant marketing museums’ complex activities. An important part of the educational mission of museums is designed with and for teachers and their students. Nevertheless, these partnerships are complex and they need more understanding for designing more effective educational programs. Having this in mind, the present study analyzes the way primary-school teachers in Bucharest, Romania, interact with museums and how they use their collections as educational resources in class. The qualitative investigation implemented shows that there is a high potential for partnership and teachers need more guidance and cooperation opportunities coming from museum educators and curators.
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Rudnickaitė, Eugenija. "GEOLOGICAL „MUSEUM“ OF SCHOOL SURROUNDINGS: TO HELP TEACHERS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 2 (September 1, 2012): 36–42. http://dx.doi.org/10.48127/gu-nse/12.9.36a.
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Year 2012 in Lithuania is announced as the Year of Museums, nevertheless the num-ber of museums and educational programs dedicated to Natural Sciences did not increase. Geosciences are very significant part of the whole complex of Natural Sciences. How-ever, geological disciplines are not included in Education Programm of Secondary Schools, therefore Museums of Geology became very important. Lithuania can not brag about a big number of geological museums, and most of them are not close enough for a class trip. Such luxury is only available mainly for schools in Vilni-us. Although, during recent years more and more geological knowledge is available at regional parks new information centers (Gražutės, Sartų, Nemuno kilpų, Ventos, etc.). It is convenient to nearby schools. But what about the rest? The idea of this article is to show, that a geological „museum“ can be found in schools surrounding environment: school yard, close by river slope, dug out quarry, by a water spring or a hill. Specific examples are presented how an unregistered user, visiting Lithuanian Geologi-cal Survey internet site (www.lgt.lt), can find enough information about his schools’ surround-ings geological structure (on the surface and underground), protected geological object (ge-otops), interesting outcrops, probable pollution sources, mineral resources, etc. Key words: museum of geology, Vilnius University, nonformal natural science educa-tion, geology, education, museum, teacher.
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Zadravec, Valentina, and Željka Miklošević. "Croatian Vocational Schools Within a Museum-School Partnership." Revija za elementarno izobraževanje 15, Spec. Iss. (August 2022): 147–64. http://dx.doi.org/10.18690/rei.15.spec.iss.147-164.2022.
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The paper presents research on museum-school relationship from the point of view of teachers from secondary grammar and vocational schools. It explores their current and preferred interactions. The results show that teachers from vocational schools make field trips less frequently and are less satisfied with their relationship with museums. The characteristics of museum-school interactions are the same for both groups and form a model of low-intensity relations, with each institution maintaining its discrete authority, responsibilities and resources. Unlike the responses of the grammar-school teachers, those of vocational-school teachers do not indicate any development of the present relationship.
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Cho, Sungsil. "Reproduction of Local Culture Exhibitions at Japanese Local Museums and Community Participation: Focusing on the Case of Urayasu City Museum." Academic Association of Global Cultural Contents 58 (February 29, 2024): 137–55. http://dx.doi.org/10.32611/jgcc.2024.2.58.137.
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This study aimed to examine the reproduction of local history and the participation patterns of residents in exhibitions at local Japanese museums. According to data from the Agency for Cultural Affairs under the Ministry of Education, Culture, Sports, Science and Technology, there are more than 5,700 museums in Japan. Japan's rapid growth after its defeat in World War II accelerated the establishment of museums that store local history and folklore materials. Around 1993, 452 local museums with history and folklore themes were built. This can be interpreted as a measure to respond to the standardization of existing centrally oriented museums due to the triggering of awareness of issues such as local population decline and regional crises. Unlike central or tourism-oriented museums, museums established in local areas tend to focus on residents living in the area. The local museum examined in this study also considers local ‘people’, who put the concept of ‘hometown’ at the forefront, as a significant element of museum operation, and their participation becomes the basis of the local museum's identity. As the leading case covered in this paper, the Urayasu City Local Museum promotes citizen participation by turning the results from various local participation programs, such as collaboration with local schools, student curator system, and regional competitions to transmit local cultural heritage, into exhibition contents. Japanese local museums provide many implications for today's Korean society, especially in the current era where there is talk of local extinction due to population decline, the direction in which the ‘region’ should move, and the social role that museums should take.
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Lyudmila, Popova, Pikulenko Marina, and Taranets Irina. "PARTICIPATION OF NATURAL SCIENCE MUSEUMS IN THE DEVELOPMENT OF LOCAL HISTOTY ACTIVITIES IN SECONDARY SCHOOL." LIFE OF THE EARTH 46, no. 2 (May 29, 2024): 219–24. http://dx.doi.org/10.29003/m4160.0514-7468.2023_46_2/219-224.
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The article discusses various forms of local history activities to be implemented in the interaction of natural science museums and secondary schools. The practical experience of employees of the Earth Science Museum of Lomonosov Moscow State University in the field of local history is described, namely: conducting a professional development program (Summer School), thematic classes with students, and consultations on the creation of educational expositions in school museums. A thematic plan of the section “Nature of the Native land” in a school museum is given. The prerequisites for successful cooperation between natural science museums and secondary schools in the joint implementation of local history activities are substantiated
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Figueiró, Belisa. "Museus e ciência: revisão dos estudos históricos e das instituições na Espanha." Transições 1, no. 2 (December 14, 2020): 195–214. http://dx.doi.org/10.56344/2675-4398.v1n2a202010.
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Este artigo propõe uma análise dos estudos históricos de pesquisadores espanhóis sobre a criação dos museus científicos na Espanha. Como método, aplica a revisão bibliográfica dos trabalhos publicados pela revista Arbor, os quais examinam o papel da ciência e da tecnologia não apenas no propósito de instauração das próprias instituições, mas também na restauração de obras e peças museológicas, com especial atenção ao Museu de Ciência e Tecnologia de Madri e ao Instituto San Isidro. Da mesma forma, este texto aborda a interação entre o público e os museus espanhóis, reconhecendo a perspectiva da museologia crítica como uma possibilidade de aproximação entre as escolas, os visitantes e os museus.
Abstract: This article analyzes the historical studies of Spanish researchers on the creation of science museums in Spain. As a method, it applies the bibliographic review of the works published by Arbor scientific journal, which examine the role of science and technology not only in the purpose of establishing this kind of institutions, but also in the restoration of works and museum pieces, with special attention on the National Museum of Science and Technology (Madrid) and San Isidro Institute. Likewise, this text talks about the interaction between the museums and its audience, recognizing the critical museology perspective as a possibility of bringing schools, visitors and museums together.
Keywords: Science museums. Critical museology. Spain. Restoration. History.
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Zięba, Katarzyna. "MUSEUMS OF HIGH SCHOOLS IN POLAND." Muzealnictwo 59 (June 18, 2018): 79–85. http://dx.doi.org/10.5604/01.3001.0012.1120.
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The scientific conference “Identity and Heritage. Museums of High Schools” held in Krakow, 22–24 November 2017, was a good occasion to learn more about the institutions that look after the broadly defined academic heritage. The legal status of high school museums have been described in the article as well as the consequences thereof. The results of research on such museums existing in Poland have been presented. The study was conducted in 134 public institutions of higher education; it focused on identifying museum and academic collections, and their rank within an organisational structure of the institution. The analysis of collected data allowed to ascertain the number of high school museums operating in Poland, which is 68; they are administrated by 44 various high schools (universities as well as schools of specialisation: technical, medical, agricultural, economic, pedagogical, artistic). It has been pointed out that in the years 2009–2018 as many as 17 new collections were initiated (some of them are still being organised or changed their status after merging of institutions or collections). As far as the museums’ place within an organisational structure of the school is concerned, it has been noted that the faculty museums are the most common ones, followed by those of the general school-wide status. The most important changes that academic museums are presently facing have also been mentioned and described herein, such as transformations of organisational and legal aspects. Last but not least, the virtualisation of collections has been identified as a current issue.
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Caillet, Elisabeth. "Schools and Museums." Journal of Museum Education 19, no. 2 (March 1994): 14–18. http://dx.doi.org/10.1080/10598650.1994.11510266.
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Kirik, E., V. Aliyasova, and T. Graf. "The author's program "Natural Science Museum in the Life of a Modern School" as a way of realizing the culture-creating and pedagogical potential of natural science museums." BIOLOGICAL SCIENCES OF KAZAKHSTAN 4 (December 2021): 62–69. http://dx.doi.org/10.52301/1684-940x-2021-4-62-69.
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This article deals with the implementation by teachers of secondary schools of the culture-creating and pedagogical potential of natural science museums with the help of the author's program. At the moment, there is a situation where society needs a holistic and informative potential of the museum. Modern education in the educational process is increasingly based on a number of museum disciplines. The museum, being a socio-cultural institution, directly influences the solution of crisis situations of civilization in the XXI century. It should be noted that the pedagogical position put forward by the authors on the potential of natural science museums, reflected in this article, is relevant not only for our country, but also for the whole world affected by globalization. The authors of the article, based on the findings of the study, compiled an author's program for teachers of secondary schools, in which they tried to reveal the main points on the implementation of the culture-creating and pedagogical potential of natural science museums.
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Zeman, Ivanna. "Museum lessons as an alternat form of teaching natural sciences in basic secondary school." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 94–100. http://dx.doi.org/10.30970/vpe.2022.36.11556.
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The article is devoted to the issue of the museum lessons as an alternative form of teaching Natural Sciences for students in basic secondary school. It proposes the detailed analysis of the concept «natural sciences museum lessons» and explores educational activities provided by the Ukrainian museums to schoolchildren. The author of the article emphasizes the importance of the museum educational activities for both, students and teachers: while for students museum lessons are the chance to improve their knowledge, skills and abilities, for teachers, they are the opening to explain subject material in an accessible way and meet the basic curriculum. Most museums in Ukraine and abroad offer standard tours, museum lessons, lectures and educational workshops. Analysis of those activities showed that natural museums have an extremely important role in the education process of children. Natural history museums clearly realize the importance of their educational role by setting the programs for schools. They provide the interdisciplinary approach in teaching and offer natural sciences lessons to students of all educational levels. Educational activities offered by natural history museums are usually complementary to school natural sciences curriculum, which include several school subjects – biology, geography, physics, chemistry, and astronomy. It is emphasized that apart from the educational content, the museums offer a very wide choice of possibilities and new teaching methods, which require students’ active participation. The educational activities of the museums are included into the curricula of basic secondary education and provide information and communication technologies for the organization of information and educational environment of the museum. The study describes and characterizes the activity of Lviv museums, which offer museum lessons their compatibility with the core curriculum of basic secondary education. Keywords: museum lesson, museum education, natural history museum, basic secondary education, educational program, museum innovations.
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Ray, Joyce. "Digital curation in museums." Library Hi Tech 35, no. 1 (March 20, 2017): 32–39. http://dx.doi.org/10.1108/lht-12-2016-0154.
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Purpose The purpose of this paper is to present a perspective on the development of digital curation education and practice in museums in the USA. Design/methodology/approach Methods used include: a historical overview of the development of digital curation, originally as a field of practice – primarily in the sciences – and then as a field of study; a case study of the adaptation of a digital curation curriculum (DigCCurr) framework developed in schools of library and information science (LIS) to a museum studies program; and a discussion of trends in digital curation practices in museums. Findings The case study (the digital curation certificate program of Johns Hopkins University’s museum studies program) describes a successful adaptation of the LIS DigCCurr framework in a museum studies program. Practical implications Findings could help to advance the museum field through the integration of digital curation education, practice and research. Social implications By adopting and supporting digital curation practices, education and research, museums can reach and engage more online users seeking information about museum collections. More online users may also become onsite visitors. Originality/value There is little existing literature on digital curation education in museum studies programs.
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Bračun Sova, Rajka, and Jerneja Herzog. "Editors’ Introduction." Revija za elementarno izobraževanje 15, Spec. Iss. (August 2022): 1–6. http://dx.doi.org/10.18690/rei.15.spec.iss.1-6.2022.
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The inclusion of museums, galleries and cultural and natural heritage in school curricula and the high number of school visits to heritage institutions prove that museum pedagogy has a very important place in educational practise. The same cannot be said for educational theory, as there is a lack of research in the field of museums and education. Museum pedagogy is an interdisciplinary science that combines multiple theoretical and methodological approaches. Bračun Sova analyses the structure of scientific information, which forms the basis for the interpretation of cultural heritage, through a case study of the Knights’ Hall in Brežice Castle in Slovenia. The author finds that the interpretation of the Hall of Knights is based on art historical information, with the results showing that attention is unevenly distributed, and more attention is paid to the Baroque motif of the four elements. The key finding is that in the museum we see the ceiling as part of the painting, but not as the highlight of the painting. Authors Brajčić and Kuščević examine the museum as a space for non-formal and informal study and analyse the indicators of engagement by visitors, students of the Faculty of Arts at the University of Split. The research proves that the perception of the role of the museum among students has recently diverged and raises new questions about the need for further research in the field of student engagement in educational options. In her article, the author Govekar Okoliš examines various educational museum activities, using the example of the Slovenian School Museum on a sample of students from the Faculty of Arts at the University of Ljubljana. The results of the research show that lessons from the past as a pedagogical activity constitute an effective, lively, and active way to learn about the history of teaching for a group of university students. An important topic in the field of mentoring is the article by author Kisovar Ivanda, who points out the potential of excellent mentors offered by museums, regardless of educational level. In the article, the author explores the views of teachers, museum educators and curators on the forms of mentoring in the process of personalising primary education in Croatian primary schools. Based on the research findings, the author proves the positive attitude of teachers, museum educators and curators towards mentoring through cooperation with educational institutions and cultural communities. Kiurski points to the pedagogical value of museums, especially museum theatre. He introduces it as an interpretive tool, presents the theoretical framework, the sources of development, the use of theatre in museums in the twentieth and twenty-first centuries. The focus is on the twentieth century. Special attention is paid to the actual use of creative theatre in selected Serbian museums (Matica Srpska Gallery, Paul Beljanski Memorial Collection, Museum of the City of Belgrade, National Museum Kikinda, Museum of Vojvodina, and Jevrem Grujić House), highlighting its role as a pedagogical model in work with children and young people. The authors Kozjek Varl, Duh and Herzog prove that successful didactic approaches, such as the aesthetic transfer method, can be used in the museum environment with equal success. They present a study of the successful results of using the aesthetic transfer method in an authentic space, the Art Gallery of Maribor, to explore contemporary visual art. The study was conducted through a case study with a group of students aged 12-14 years. The role of museums in relation to interculturality is highlighted by Lӧseke, who explores how museums engage in transcultural museum education. In the article, the author presents the main findings of the evaluation of three educational projects at the Museum of Islamic Art in Berlin: 'Multaka', 'Tamam' and 'Objects in Transfer'. Drawing on the case of Islamic heritage in a culturally diverse Berlin setting, the author draws attention to the cooperative, inclusive and participatory relationship between museums and their audiences. The authors Milutinović and Selaković deal with current topics, i.e., epidemics, from the point of view of the online learning tools offered by museum websites. They also examine the content from the pedagogical point of view, focusing on museums in the Republic of Serbia. The data obtained show that museums offer authentic online learning paths that appeal to users of all ages. However, a deeper analysis of the research results showed that the museums' online learning content is focused on conveying museum information. The study therefore concludes that the museums’ online content is best suited for a group of students or adults who can more easily foster their own initiative and internal motivation for interest, learning and exploration of individual topics, or for those who have enough prior knowledge to understand the museum content. In her contribution, the authors Zadravec and Miklošević examines the role of museums from the perspective of teachers at grammar schools and vocational high schools. In particular, to what extent both are committed to active visits and excursions with students and what kind of cooperation they would like to see. The results show that there are differences between teachers in grammar schools and those in vocational high schools, especially in terms of increased willingness to collaborate with museums, collaboration with each other and curriculum design. The international contributions in the thematic issue represent an important scientific contribution not only in the field of museum pedagogy, but also in the field of general education. This is constantly influenced by social change, so that, as the researchers emphasise, it is important to constantly investigate, both on large, representative samples and on smaller samples or individual cases.
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Cabała, Agata, and Anna Grzelak. "IN SEARCH OF THE MUSEUM – SCHOOL COOPERATION MODEL: FACE CULTURE PROGRAMME OF THE NATIONAL MUSEUM IN CRACOW." Muzealnictwo 61 (March 6, 2020): 10–20. http://dx.doi.org/10.5604/01.3001.0013.9514.
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The paper is of investigative character for elaborating cooperation standards between museums and educational institutions. It aims at presenting and interpreting the results of the Museum’s own research of the Face Culture Project implemented in 2017–2019 at the National Museum in Cracow. The analysis of the factors favouring and impeding cooperation of museum and school has become the basis for a wider generalization and shaping models of museum and school learning in which the following elements have been distinguished: goals, subjects, objects, means, methods, conditions, and results. These elements have been presented from the perspective of both museum and school. The paper may prove of interest to school teachers and museum educators cooperating with schools, as well as to theoreticians of museology and of museum pedagogy, the latter developing as a subdiscipline of pedagogy.
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Kont, Hanna-Liis. "Kunstiga kiusamise vastu. Kiusuennetustunni eesmärk ja ülesehitus Kadrioru kunstimuuseumi ja Tartu Kunstimuuseumi näitel." Eesti Rahva Muuseumi aastaraamat 62, no. 2 (December 20, 2019): 45–72. http://dx.doi.org/10.33302/ermar-2019-003.
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With the shift of focus on the part of museums towards a fuller consideration of the audience’s needs, a number of museums around the world have begun to contribute more actively and consciously to people’s welfare, including their physical and mental health and the inclusion of more vulnerable and marginalised social groups. Several museums in Estonia have joined in these efforts over the past few years. A specific example of such a museum innovation is the work that has been done with bullying prevention. To date, studies have shown that one in five children attending a school in Estonia is a victim of bullying and that bullying can cause anxiety and depression, or in other words, it can significantly affect one’s mental health. Although there are several organisations in Estonia dealing with this problem, more active co-operation with museums started only in 2018 when Kadriorg Art Museum and Tartu Art Museum, independently of one another, contacted the Foundation for the Bullying-Free School with the request to develop anti-bullying educational programmes for schools of general education. As a result of the co-operation, two versions of the museum lesson, ’Using art to combat bullying’, were prepared for both museums. The article addresses the questions of why the above art museums decided to undertake their bullying prevention initiative and how this concern and art mediation are combined in the structure of educational programmes and to some extent, in that of the exhibitions. There are several reasons for undertaking anti-bullying initiatives in art museums from the perspective of both schools and museums as well as the Foundation for the Bullying-Free School. As school children have become an important target group, museums have sought to adapt their programmes, as effectively as possible, to the needs of schools. Considering that schools likewise have become more proactive and systematic in their approach to bullying, museums have seen this as an opportunity to offer alternative anti-bullying lessons outside the classroom routine. The development of such a lesson has provided an opportunity to simultaneously offer schools a museum lesson which would combine two critical themes—bullying prevention and art mediation—as well as train instructors in how to intervene expertly in bullying situations and apply current theoretical approaches. An added bonus for the foundation is that the museum lesson enables them to introduce the Bullying-free School programme to the schools that have not yet joined it and offer further knowledge consolidation activities to the schools that have already enrolled in the programme. However, it is still a young initiative that needs further development in order to find more sustainable collaboration formats which would have a more long-term influence on school children than a single museum visit. It is likewise important that the museums should seek to tie bullying prevention more strongly to their broader strategic orientations, or otherwise they run the risk of it remaining an ephemeral experiment that is not grounded by continuous development or follow-up activities. Through discussions, cooperative role plays and a craft activity, the museum lesson, ’Using art to combat bullying’, combines mediation of art works and introduction to anti-bullying principles. Discussion of topics related to bullying through works of art enables children to analyse art works in the light of their own experience and to approach familiar situations from a novel angle provided by the artist’s perspective. The co-operative role plays help to test out in practice the conclusions of the discussions. To consolidate the recently gained knowledge children are tasked with drawing pictures and compiling a contract based on the pictures. Although it has not yet been possible to study in detail the impact of the lesson on the participants, an analysis of the existing data suggests that it is possible to impart simultaneously knowledge regarding the essence of art as well as social skills and attitudes. Art and bullying prevention act in partnership, so to speak, where they support each other without either of them becoming marginalised. One possible way of making the lesson more effective, however, would be the tightening of the interaction between the museum staff and teachers outside the lesson time so as to negotiate mutual expectations and exchange information regarding both the needs of a particular class and the specific adjustment of the lesson as well as follow-up activities. When examining the way in which the lesson was anchored to different exhibition environments, it became clear that the lesson could be combined with a variety of art expositions, including permanent displays and temporary exhibitions as well as displays of both historical and contemporary art. Regardless of the exhibition context, however, interaction between the curators and museum educators in the planning of spatial solutions and sound design could be further strengthened in order to deliver a more effective lesson. For curators and museum educators, the ongoing museum innovation holds the potential for initiating co-operation with many other target groups. However, given the limited resources, it is increasingly more important to choose priorities very carefully in order to align, as effectively as possible, the developments in the field with the local needs.
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Ilina, Kira A. "In search of identity: The university museum as a research question (1960s–2020)." Issues of Museology 12, no. 2 (2021): 150–63. http://dx.doi.org/10.21638/spbu27.2021.201.
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The article focuses on the reconstruction of the research understanding of the “university museum” concept. University museums originated at the end of the 17th century as rooms for teaching students. Over time, university museums were eventually opened to the public and included in the missionary activities of a university. They also began to serve as an intermediary between the closed university and the community. The museums became “a shop window for universities, a source of prestige and pride which contributes to the quality of life within a university”. For 50 years researchers have been discussing the uniqueness of university museums and the problems they face. The close connection with the academic sphere, direct access to the knowledge and skills of scientists, the traditions of scientific schools, research and publications, makes university museums unique in comparison to other museums. One of the important problems is the correlation between university and public in university museums. It includes the distinction between university and public museums, the professionalization of university museum staff, attracting visitors and sponsors, and the degree of dependence of the exhibition policy of university museums on society and the state. The theoretical understanding of the problems of university museums has provoked the organization of national and international associations dedicated to solving practical issues and popularizing university collections.
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Tunc, Ugurgul. "Museums of Medicine and Health: Curating Public Health." Infectious Diseases and Clinical Microbiology 5, no. 1 (March 11, 2023): 69–81. http://dx.doi.org/10.36519/idcm.2023.195.
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In the first quarter of the twentieth century, health and hygiene-themed exhibitions and museums became prevalent communication tools for public health throughout the world. However, the primary motivation behind their establishment as medical museums was the educational value they added to medical training. These museums became central to instruction at medical schools in the nineteenth century. This article presents an overview of the origins of museums of medicine, health and hygiene, their role in the Ottoman/Turkish context, and how they gained and lost their prominence. It then proposes ways in which these museums can be instrumental in our fight against infectious diseases and social injustices in the field of biomedicine. Keywords: medical museum, Hikmet Hamdi, hygiene exhibit, Sıhhi Müze, public health communication, science communication, critical medical humanities, health humanities
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Karamanov, Oleksiy, Oksana Surmach, Oksana Kravchenko, Nataliia Polishchuk, and Iryna Albul. "Museum educational activities in the context of disseminating modern scientific knowledge." Revista Amazonia Investiga 12, no. 68 (October 20, 2023): 85–92. http://dx.doi.org/10.34069/ai/2023.68.08.8.
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The purpose of the study is to analyse the content and focus of the educational activities of museums on the dissemination of modern scientific knowledge and ideas of scientific education. Scientific education is increasingly acquiring interdisciplinary and integrative content as a synthesis of natural, technical, and humanitarian knowledge in formal, non-formal, and informal education, or in conditions of their complementary integration. The authors conducted an online survey of 42 respondents (teachers of Ukrainian secondary schools, teachers of universities, and museum workers) who answered 10 questions of the questionnaire about the organization, drafting, and implementation of museum educational (museum pedagogical) programmes to communicate with pupils and students in the museum environment with the opportunity to express their own attitude to the suggested problems. The survey results proved that teachers of secondary schools and teachers of higher education institutions have a significant interest in the introduction of educational (museum pedagogical) programmes into the environment of national museums with minor visiting reservations, associated with quarantine restrictions during the COVID-19 pandemic. The article analyses the peculiarities of functioning of museum institutions in the system of organizing various types of educational activities with visitors in accordance with the dominant paradigm of education and upbringing. The role and significance of the most important educational paradigms in the system of museum pedagogical activity are outlined. The role of modern museums in promoting and disseminating ideas of scientific knowledge in various forms and methods of work with young people is emphasized.
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Meirkhanovna, Baikulova Aigerim, Saule B. Begaliyeva, Assylbek Makhabbat, Yelubayeva Rakhat, Zhanatayev Kazakbay Abdualievich, and Kerimbayeva Rysty Kaldyhanovna. "Views of primary school teachers on value acquisition in virtual museums." World Journal on Educational Technology: Current Issues 14, no. 2 (March 31, 2022): 343–55. http://dx.doi.org/10.18844/wjet.v14i2.6969.
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The purpose of this study is to evaluate primary school teachers’ views on value transfer in virtual museums. In the research, the phenomenological design, one of the qualitative research methods, was chosen as the research method. The study group of the research consisted of 20 teachers who taught in various primary schools in Almaty, Kazakhstan, in the 2020–2021 academic year. Semi-structured interviews were conducted to obtain data. Teachers value the virtual museums’ cultural heritage, scientific benevolence, aesthetics and patriotism. The quality of museums, teacher effect, student effect and the quality of the activity are factors that teachers find effective in transferring value to virtual museums. Teachers attributed the difficulties in transferring value in virtual museums to reasons originating from the museum, the student and the school. Increasing the number and quality of museums and the variety of activities, choosing the right method, enriching the curriculum, organising parent seminars, raising awareness and motivating students have been categorised by teachers as suggestions for value transfer in virtual museums.
Keywords; Virtual museums, value education, teacher opinions
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Amoako – Ohene, Kwasi, Nana Ama Pokua Arthur, and Samuel Nortey. "Museums: An institution for knowledge acquisition – A spotlight on the museum education in Ghana." International Journal of Technology and Management Research 5, no. 2 (July 11, 2020): 10–23. http://dx.doi.org/10.47127/ijtmr.v5i2.86.
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Museums, just like formal institutions of learning always have understood that conserving collections for study and exhibition can be an important part of the educational process. Since 1957, Ghana has established several museums under the Museums and Monument Board. These museums just like others are required to play a great deal of role in the social, educational, economic development of a nation. However, it is distressing to note that with the highly endowed museum assets of Ghana, such as the Cape Coast Castle Museum, Ghana National Museum, Fort Appolonia Museum of Nzema History and Culture, the Elmina Castle Museum, Ho Museum, Bolga Museum, Wa Museum, The Head of State Museum and Museum of Science and Technology both in Accra, there has been little contributions to Ghana’s Gross Domestic Product. Significantly, visitor experience and satisfaction is very low. In this view, this study sought to investigate educational activities of Ghana Museum and Monument Board (GMMB) and inquire into their educational activities. Employing qualitative approaches, the study used a triangulation of observations, interview and focus group discussion to assemble data from these museums. In conclusion, the museums provide some sort of education but there is no formalized educational framework serving as a guide. They mainly employ monotonous experience of guided and self-guided gallery tours, and occasionally, the museum curators and educators organize a oneoff programme such as an outreach to schools and special exhibitions as well as seminars. Recommendations to strengthening museum education in Ghana are addressed
Citation: Kwasi Amoako – Ohene, Nana Ama Pokua Arthur, and Samuel Nortey.Museums: An institution for knowledge acquisition – A spotlight on the museum education in Ghana, 2020 5 (2): 10－23. Received: March 3, 2020 Accepted: June 30, 2020
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Qafarova, Gunay N. "Azerbaijan National Museum of Art: On the history of foundation." Issues of Museology 13, no. 2 (2022): 214–30. http://dx.doi.org/10.21638/spbu27.2022.205.
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The article briefly gives the history of the creation of the Azerbaijan National Museum of Art, one of the largest museums in the country. The museum has a rich collection of Russian, Western European, Eastern and Azerbaijani art. The collection has been formed throughout the existence of the museum, but its foundation was laid back in the Azgosmusey. A certain part of the collection is made up of exhibits transferred to the museum during the USSR period, a cultural policy that relied on the education of the masses, regardless of nationality and region. A descriptive description of the exhibition activities of the museum is given, in which both collections of Russian and foreign museums were exhibited in different years. In various years, the museum hosted exhibitions of the fraternal republics, as well as China, India, Iran. After each exhibition, the museum’s collection was replenished with new exhibits. The museum constantly held and held personal exhibitions of representatives of various schools of painting in Azerbaijan. The country’s artists are proud that their paintings are exhibited and stored in one of the country’s major museums. In the context of the article, a special place is given to the work of the first theater artist R.Mustafayev, whose name the museum bore for many decades, and whose works are kept in his collection. Unfortunately, the name of this talented artist is little known to the younger generation, although his contribution to the development of national scenography and the protection of architectural monuments is invaluable. Thanks to his artistic flair, the performances “Koroglu” and “Arshin Mal Alan” designed by him have been successfully staged on the stage of various theaters. Тhe analysis of his work is an important thematic contribution to the history of the study of the Azerbaijan National Museum of Art.
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Lacoe, Johanna, Gary D. Painter, and Danielle Williams. "Museums as Classrooms: The Academic and Behavioral Impacts of “School in the Park”." AERA Open 6, no. 3 (July 2020): 233285842094030. http://dx.doi.org/10.1177/2332858420940309.
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Access to community cultural institutions such as museums, zoos, and theaters has the potential to improve students’ educational experiences. This article estimates the impact of School in the Park, a museum-based educational program for low-income students that takes place within the cultural institutions and museums of San Diego’s Balboa Park. We identify the impact of participation in the program on short- and long-term academic and behavioral outcomes using longitudinal, student-level data since 1996; natural variation in the timing of program implementation at two elementary schools; and control groups of students from schools that did not receive the program. Findings indicate that participation in the program has positive short-term impacts, but program impacts were insignificant in the long run.
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Zakaria, Nevine Nizar. "Distance Learning through the Grand Egyptian Museum: Leveraging Modern Technology to Teach about Ancient Egypt among Schools and National Museums." Education Sciences 14, no. 7 (June 30, 2024): 714. http://dx.doi.org/10.3390/educsci14070714.
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By considering the increasing emphasis on lifelong learning and the ongoing significant debates over the value and utility of digital technologies in accelerating long-established learning tasks, the paper suggests new approaches for the national museums of Egypt to incorporate distance learning and museum-based online programs as a means to improve their traditional educational programs. This would significantly help school students better understand the ancient history of Egypt, “Pharaonic Egypt”, which is an essential part of their formal school curriculum. Moreover, it provides much-needed support to museums with limited or insufficient educational programs to promote more meaningful learning experiences. The proposed approach can be effectively implemented through the Grand Egyptian Museum (GEM), the world’s largest archaeological museum complex dedicated to the culture of ancient Egyptian Pharaonic Culture. The study discusses the GEM’s educational and digital infrastructure capabilities in creating a robust online learning platform that provides access to rich educational content and digital resources across Egypt’s various geographic regions, enhancing museum education concerning pharaonic Egypt in line with the state’s cultural policy to strengthen national identity among future generations. By analyzing both qualitative and quantitative data, the study investigates the potential benefits of integrating online digital technologies into the pedagogical and educational practices of Egypt’s national museums. It concludes by providing practical recommendations for future research and actions encouraging online learning among Egyptian museums, aligned with recent national efforts toward Egypt’s digital transformation.
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Crespi, Marco. "Museums and museums: the picture of scientific museums." Journal of Science Communication 02, no. 02 (June 21, 2003): A02. http://dx.doi.org/10.22323/2.02020202.
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In the field of scientific communication in Europe, science centres have gained increasing importance over the last ten years. Italy, beyond the City of Science in Naples, is also planning the set up of more science centres throughout the country. Their hands-on style makes them something between a museum and a fun fair and, beyond the issue of merit, no doubt the success of many science centres also depends on the fun offered. It is important then to be able to assess to what extent people can actually make use of the proposed themes. This report tries to point out the dialogue opportunities between science museums and people1. A questionnaire has been submitted to two scientific secondary schools in Trent and Busto Arsizio (Varese) as a pilot study in this research. A research of this kind should not limit itself to museums, because public opinion on scientific subjects is also influenced by more popular and widespread media such as newspapers and television. Together with people, museums should therefore also be able to make good use of these media and offer opportunities for investigating and going into detail about given topics that the other media deal with without leaving enough time for thinking them over.
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Novikova, Alla V. "«Stigma» in museological discourse." Vestnik of Saint Petersburg State University of Culture, no. 1 (46) (March 2021): 100–105. http://dx.doi.org/10.30725/2619-0303-2021-1-100-105.
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The main purpose of the research is to trace the way of integration of the social concept of «stigma» in museology, to identify new directions of development of the theoretical aspects of this science from the point of view of the socio-cultural potential of the museum in overcoming stigmatization. The article provides a brief retrospective analysis of the history of the development of the museum’s social functions. The characteristic studies of domestic museum schools are revealed, and some dissertation works devoted to the problems of socialization of visitors in the museum are considered. The article analyzes the modern Russian museum experience in overcoming the stigma, and identifies the most vulnerable social groups in Russia with which museums actively interact. The author draws attention to the foreign museum experience of reducing social tension. In conclusion, the article defines the prospects for the development of theoretical research and practices of overcoming stigma by museum means.
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Прокіп, Андрій, and Юрій Михальський. "Lviv education and museum collections of the city in the late XIX and early XX centuries." Pedagogika. Studia i Rozprawy 30 (2021): 143–54. http://dx.doi.org/10.16926/p.2021.30.09.
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The process of forming of collections of two museums is examined in the article – the Historical museum of Lviv and National museum the name of king Jan ІІІ, that activated in the end ХІХ – beginning of ХХ of century. In the process of filling of museum collections took part also and rep-resentatives of Lviv schooling – teachers and students of schools, official school organizations, such as School-board.
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Knüsel, Ariane. "When Students Rewrite History: A Twistory Project for Schools, Museums, and Archives." Proceedings of the H-Net Teaching Conference 1, no. 1 (May 2, 2023): 58–69. http://dx.doi.org/10.33823/phtc.v1i1.175.
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Twistory (twitter + history) projects encourage creativity and critical thinking by allowing students to research topics they are interested in and turning them into digital timelines. This article describes a twistory project that was created as a collaborative project between a Swiss public secondary school, a museum, and an archive. The project tries to make history come alive for students by turning them into historians, allowing them to research museum objects or archival documents and writing historical narratives about them. Their findings are uploaded in chronological order onto social media with corresponding blogs on the school’s website, resulting in a digital timeline that consists of historical narratives of museum objects and archival records written by students. The article explains how the project works; how the collaboration between the school, museum, and archive developed; and how each institution benefits from such a project. Twistory projects are exciting new ways for museums to engage with students and participate in digitized culture. They also turn students into storytellers and history detectives. They learn how museums and archives work and how to deal with primary sources, do research, write academic papers, and present their work to a public audience. Furthermore, students realize that “history” is not a definitive story that has already been written but that there is an infinite number of fascinating “histories”—depending on the sources considered and the questions asked.
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Gordin, Valery E., and Irina A. Sizova. "Museum Educational Online Products: Creation Prerequisites and Development Prospects." Observatory of Culture 18, no. 1 (May 24, 2021): 80–92. http://dx.doi.org/10.25281/2072-3156-2021-18-1-80-92.
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This article examines online educational products developed by museums both independently and in cooperation with educational institutions. The analysis revealed a pool of museum online products, including mass open online courses (MOOCs), specialized professional online courses (SPOCs), educational games, mobile apps, and podcasts. The authors identify advantages and features of each type of the museum online products (MOPs) and determine the prospects for their inclusion in the educational process.The study aims to reveal the activity of different kinds of museums and museum communities in the development and implementation of educational online products both in their own educational activities, carried out by an increasing number of museums, and in the process of formal and non-formal education in cooperation with universities, schools, and further education institutions that implement it. The study discovered that museums develop both MOOCs that are traditional for the system of higher professional education, and educational online products, such as educational games, podcasts, and mobile applications with educational content, that are not widely used at present, but are promising for formal and, especially, non-formal education. An important result of the study was the conclusion about the common practice of cooperation between museums and universities in the joint development of online products, as well as about the feasibility of deploying such work with institutions of secondary general and vocational education.The authors’ analysis of the system of museum educational online products allowed us to conclude that new players — museums — have appeared in the online education market in the role of organizations that create and use various online resources in their activities, including those that can be used in the field of education.
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Gómez-Hurtado, Inmaculada, José María Cuenca-López, and Beatrice Borghi. "Good Educational Practices for the Development of Inclusive Heritage Education at School through the Museum: A Multi-Case Study in Bologna." Sustainability 12, no. 20 (October 21, 2020): 8736. http://dx.doi.org/10.3390/su12208736.
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This article presents the outcomes and conclusions of a research work designed to determine and describe good inclusive practices for the development of heritage education in schools through museums in the city of Bologna. To this end, we applied a qualitative methodology through the study of four cases, four museums in the city of Bologna, selected for their good practices in educational programmes for schools. Instruments such as interviews, observation, and documentary analysis were used. The results emphasise a close school-museum relationship, with heritage as an agent that enhances people’s identity, a fundamental element in the citizenship development of Bolognese society, and a key aspect for the development of inclusive principles and the care of all people, although improvements in the processes and some limitations in the development of the programmes are perceived. The outcomes highlight the importance of school and museum relations and the development of an inclusive heritage education that advocates a holistic, integrative, and complex approach to heritage, as an essential element in the development of the individual and of society.
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Geerts, Brent, Fien Depaepe, and Karel van Nieuwenhuyse. "Instructing students in history museums: A systematic literature review." historical Encounters: A journal of historical consciousness, historical cultures, and history education 11, no. 1 (January 20, 2024): 179–201. http://dx.doi.org/10.52289/hej11.111.
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History museums offer a wide range of possibilities to engage students in learning about the past, as well as about history. When compared to scholarly research on other types of museums, their educational promises are underexposed. Within these promises, instructional practices and instructional agents such as museum educators and history teachers play an important role. In order to get a view on research methods and findings regarding instruction within history museums, we conducted a systematic literature review. Three scholarly databases were searched, yielding 45 peer-reviewed journal articles. Those have been fully screened, analysed and compared regarding their research design (in terms of research questions, participants involved, and theoretical and methodological approaches) and their research outcomes (in terms of what they revealed about the content, the nature and the approach of instruction in history museums). Review outcomes reveal four different types of research designs, ranging from describing instructional practices to studying beliefs or a combination thereof, or a focus on the relationship between instruction and students’ learning. Within each of these types, great variety was observed regarding the involved participants and the theoretical and methodological approaches. Besides, the review distinguished three areas of research outcomes, namely the goals of instruction, the instructional methods and the relationship between schools and museums before, during and after instruction. Findings within these areas reveal that certain tensions exist, for example between cognitive and emotional-affective learning goals, also related to disciplinary (historical) and civic educational goals. Other tensions were to be distinguished between student- and teacher-centred instructional methods and between beliefs and practices regarding collaborations between schools and museums. Taken together, these research outcomes yield important implications for instructional practices in history museums and for future scholarly research on them.
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Tołysz, Aldona. "SCHOOL MUSEUMS IN THE KINGDOM OF POLAND – IDENTIFICATION OF MAIN ISSUES." Muzealnictwo 59 (April 16, 2018): 39–47. http://dx.doi.org/10.5604/01.3001.0011.7615.
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School museums – which had been founded mostly in the vicinity of educational institutions – used to collect teaching aids. So-called natural history cabinets were the most popular among them, recommended, inter alia, by the Commission of National Education in 1783. The tradition of collecting this type of exhibits was common until the middle of the 20th century. There are two types to be distinguished: school museums and pedagogical museums, which differ with respect to the character of their activity and the kind of exhibits. School museums collected basically objects of natural science, instruments for teaching geography, chemistry and mathematics as well as prints and facilities used during lessons. The second group also specialised in exhibits of natural science, but they were no longer used and usually of higher scientific value, including patterns and examples known in the education system. Among the earliest school museums created in the Kingdom of Poland were Warsaw collections of the Institute for Deaf and Blind People (1875), and those of the Eugeniusz Babiński’s so-called Realschule. At the beginning of the 20th century the idea was spreading, inspired inter alia by the exemplary activity of the Polish School Museum in Lviv (1903). The biggest number of school museums and collections were created in institutions founded by the Polish Educational Society (1906–1907). The survived resources give us relatively detailed information about the collections from Warsaw and Pabianice, which aspired to be categorised as pedagogical museums. The Secondary School for Boys of the Merchants Association in Łódź and the Pedagogical Museum in Warsaw (1917) had also in their possession some interesting collections. The latter one was based upon the collections of former governmental schools, in which – in accordance with a decree issued by Russian authorities – the scientific exhibits were to be collected.
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Zimmerman, Enid, and Theodore H. Katz. "Museums and Schools: Partners in Teaching." Art Education 38, no. 3 (May 1985): 44. http://dx.doi.org/10.2307/3192896.
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Fediaieva, Valentyna. "THE ROLE OF MUSEUMS OF HIGHER EDUCATION INSTITUTIONS IN THE VOCATIONAL TRAINING SYSTEM." Social work and social education, no. 2(11) (October 31, 2023): 257–61. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291912.
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The development of higher education, professional training of highly qualified future specialists necessitates the use of various forms, methods, and means of organizing the educational process.Today, questions about the peculiarities of university museum complexes, their specific features, as well as how their involvement in the educational process will contribute to the improvement of the professional training of specialists, are gaining relevance and cause considerable interest, since there are very few significant works and studies in this field.In the context of the integration of the educational process and museum activities, the issues of museum pedagogy as a separate interdisciplinary direction of research are becoming more and more relevant.The article reveals the role of museums of higher education institutions as a unique scientific and educational space in the professional training system.The author highlighted the activities of the Museum of History of Kherson State University – a structural unit where educational classes, research projects, meetings of scientific schools are held, scientific research is underway to research new unknown pages, study the history of each faculty.At the Kherson State University, the museum is a structural unit where educational classes, research projects, meetings of scientific schools are conducted, scientific research is underway to research new unknown pages, and study the history of each faculty. Many forms of work have become traditional for preparing young scientists: the annual summary of the student project «From student to professor», «Science schools of the university in the professional self-determined specialist».
Postgraduate students studying the history of pedagogy take an active part in the work of the Center for Regional Historical and Pedagogical Research. Also, the museum and archive center is successfully used in the study of individual educational modules of the disciplines «Introduction to the profession», «Management in education», «History of pedagogy», «Pedagogy and psychology of higher education».It was found that the museums of educational institutions are a unique scientific and educational space that expands the possibilities of high-quality professional training of future specialists using modern information technologies. The specified aspects are promising for further scientific research and practical activities of museums of higher education institutions in the system of professional training.
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Pekárková, Eliška, and Monika Stachová. "Muzejní edukace jako příležitost k inkluzivnějšímu pojetí dějin?" Acta Musei Nationalis Pragae – Historia 75, no. 1-2 (2022): 66–70. http://dx.doi.org/10.37520/amnph.2021.006.
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Current mainstream education and the prevailing interpretation of history in museums and schools do not sufficiently reflect the history of minorities currently living in the Czech Republic. In what forms and to what extent are museums addressing this topic? Do minorities constitute a fully-fledged part of the interpretation of Czech history in the public space, or are they treated more as a peripheral issue and as an addition to the prevailing historical narrative? The article examines how technology and museum education can be used to supplement missing aspects of Czech history that otherwise do not receive sufficient space in museum exhibitions in general, in history textbooks or education itself. Examples of museum education that illustrate these trends in the text are the new History Lab exercises on Romani history that are currently being developed in collaboration with the Institute for the Study of Totalitarian Regimes (ÚSTR), and at the same time an interactive program for children of younger school age. How can these activities contribute to a more inclusive conception of Czech history, which entails more than the history of the Czech and Slovak populations? How can museums contribute to this trend?
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Rodegher, Sandra Lina, Lindsey C. McGowen, Micaha Dean Hughes, Sarah E. Schaible, Ayse J. Muniz, and Sarah Chobot Hokanson. "University–Museum Partnerships for K-12 Engineering Learning: Understanding the Utility of a Community Co-Created Informal Education Program in a Time of Social Disruption." Education Sciences 14, no. 2 (January 31, 2024): 146. http://dx.doi.org/10.3390/educsci14020146.
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This study explores the impact of COVID-19 on informal learning institutions, primarily science museums, through the lens of an activity kit co-created by CELL-MET—a cross-university, engineering research center—and museum partners. While formal learning organizations, like K-12 schools, play a critical role in the education process through standardized teaching, informal learning organizations also make important contributions to the engineering education ecosystem, such as by fostering engineering identity development, especially for learners and their families. This is particularly valuable for young learners from underrepresented and under-resourced communities. In this study, two questions are addressed: (1) How were museums impacted by COVID-19 and the resulting disruptions to their operations, and how did they respond? (2) To what extent were museums able to implement and adapt EEK! to reach under-served youth in the face of social disruption? When the world was experiencing social disruption from the spread of COVID-19, the authors realized they had an opportunity to test the utility and adaptability of their model of engineering activity co-creation. Approximately six months into the launch of both EEK! and the global pandemic, a 29-item survey was distributed to EEK! recipient institutions. Of the museum respondents, 97% reported experiencing full closures and 73% reported layoffs and furloughs. Despite these challenges, 78% implemented EEK!, with 70% of the institutions creating new virtual programming, and 38% adapting EEK! for remote facilitation, including real-time virtual events, self-guided activities, and at-home activity kits. Museums were equally impacted by COVID-19 policies and closures, but have not received the public attention and support that K-12 schools have received. Nonetheless, they have responded with ingenuity in using and adapting EEK!. Given their K-12 partnerships, flexibility, and ability to engage learners, museums are undervalued collaborators for universities trying to impact the K-12 engineering education ecosystem.
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Miziołek, Jerzy. "HIGH SCHOOL MUSEUMS. CATALOGUE, HUBERT KOWALSKI ET AL., WARSAW 2017, PP. 364, FIG." Muzealnictwo 59 (October 1, 2018): 211–14. http://dx.doi.org/10.5604/01.3001.0012.5860.
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A collective work titled Muzea uczelniane. Katalog [High School Museums. Catalogue] is a comprehensive, well illustrated book, whose proportions between a written word and an image are perfectly balanced. The publication was prepared by the Association of High School Museums, which at present counts over 20 members. There are more than 50 museums that operate within high schools in Poland and majority of them have been included in the catalogue. The knowledge about this truly valuable branch of Polish museology has not been promoted enough, thus the publication admirably fills this gap. Amassed by high schools rich collections of various kind: zoological, mineralogical, artistic or collections of scientific instruments and documents about history of a particular school are now – thanks to this publication – more accessible to general public. The book is organised in a very clear manner, ordered alphabetically by towns and cities, which together with its good quality photographs and professionally written descriptions make it a precious resource for the scholars and a treat for all who appreciate well edited publications. Undoubtedly, it is going to be a milestone in research on the history of Polish science, high school museology; and might as well inspire a return of the idea to create the National Museum of Natural History, which was planned back in 1930s.
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Macdonald, Maritza, David Silvernail, Natasha Cooke-Nieves, Sharon Locke, Aline Fabris, Nakita Van Biene, and Michael J. Passow. "How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone." Terrae Didatica 14, no. 3 (September 28, 2018): 271–76. http://dx.doi.org/10.20396/td.v14i3.8653525.
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Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.
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Lazuardi, Deris, Budi Santoso, and Anggoro Putranto. "Utilization of the Homo Wajakensis Site and Regional Museum Tulungagung as a History Learning Media." Indonesian Journal of History Education 8, no. 2 (September 28, 2023): 143–64. http://dx.doi.org/10.15294/ijhe.v8i2.72145.
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The Homo Wajakensis Site and Tulungagung Regional Museum are historical sites and historical museums that can be used to study the preliterate or prehistoric period. Many sources say that Homo Wajakensis was found in the Boyolangu District, Tulungagung Regency. This is wrong because from research that researchers can or obtain is that Homo Wajakensis was found in Gamping Village, Campurdarat District, Tulungagung Regency. The aims of this research are (1) to find out in depth about the homo wajakensis site and the Tulungagung regional museum; (2) for the use of the Homo Wajakensis site and the Tulungagung regional museum as a history learning medium for students; (3) for teachers' best practices in teaching history in schools; (4) for student responses in learning history by utilizing the Homo Wajakensis site and the Tulungagung regional museum. The results of this research are (1) the researcher knows in depth about the homo wajakensis site and the Tulungagung regional museum, especially the truth about where it was found; (2) the homo wajakensis site and the Tulungagung regional museum as a medium for learning history for students are the best solution in increasing student motivation; (3) sites and museums are the best learning media for teacher practice in teaching history in schools; (4) students, especially students at SMA Kauman (a Senior High School) class X and also SMP Srengat (a Junior High School) class VII, seem more interested in practical learning or seeing objects directly historical objects at the Homo Wajakensis site and the Tulungagung Regional Museum.
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Vaganova, Inna. "Special features of building special libraries’ information resources." Scientific and Technical Libraries, no. 12 (December 1, 2017): 73–80. http://dx.doi.org/10.33186/1027-3689-2017-12-73-80.
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Main trends in developing special libraries’ information resources are characterized, in particular, those of art and museum libraries, libraries of higher art schools. The projects for generating information resources undertaked by these libraries are discussed. User inquiries are analyzed; stages of information services development are compared. Modern online-services: “Ask-a-bibliographer”, e-mail inquiries, Internet-based services, subject databases are illustrated by the examples of the databases: M. Fokin Archive, Sketch collection, The Artist, Russian Drama, Modern Dramatic Art , etc. The author concludes on the demand for building integrated digital resource of the libraries, museums, and art schools.
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Reynolds, Stephanie. "Censorship Dateline." Journal of Intellectual Freedom & Privacy 5, no. 1 (November 12, 2020): 43. http://dx.doi.org/10.5860/jifp.v5i1.7462.
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UTKUGÜN, Ceren. "Virtual Museums from the Perspective of Social Studies Pre-service Teachers." International Journal of Psychology and Educational Studies 9 (October 23, 2022): 1069–84. http://dx.doi.org/10.52380/ijpes.2022.9.4.831.
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This study aims to investigate the perspectives of pre-service social studies teachers on virtual museums. The research employed a case study, one of the qualitative research designs. The study group consists of thirty pre-service teachers enrolled in a state university's Department of Social Studies Education, Faculty of Education. Individual online interviews were conducted with each participant using a semi-structured interview form. The method of content analysis was used to analyze the research data, and the data gathered from the research were presented with their frequencies using diagrams incorporating themes, sub-themes- themes, and codes. As a result of the research, Social Studies pre-service teachers who stated that they may encounter technical, virtual environment-related, teacher or student-related problems while using virtual museums suggested that virtual museum applications should be adapted to the level of students in terms of the effective use of virtual museums and technical impossibilities in schools should be eliminated.
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Hooper-Greenhill, Eilean, Martin Phillips, and Anna Woodham. "Museums, schools and geographies of cultural value." Cultural Trends 18, no. 2 (June 2009): 149–83. http://dx.doi.org/10.1080/09548960902826432.
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Tsai, Tung-Chung, Yao-Ming Chu, Tsuey-Ling Wu, and Mei-Chen Chang. "Multi-Approach Activity Design and Effects Analysis for Science Museums." International Journal of Innovation in the Digital Economy 5, no. 2 (April 2014): 55–64. http://dx.doi.org/10.4018/ijide.2014040106.
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Science museums not only function as collection, exhibition, research, and leisure locations, but are also important sites for education. Thus, science museums often organize various activities to educate the public and deliver various key concepts. Museums organize diverse activities, such as exhibitions, lectures, hands-on activities, tours, demonstrations, and drama. Subsequently, to highlight issues related to energy saving and carbon reduction (ESCR), the National Science and Technology Museum (NSTM) organized a 3-day workshop, recruiting 60 students from 2 high schools to participate in diverse promotional activities. For high school students, this diverse educational promotion method is seldom experienced in formal education; thus, presenting an extremely rare opportunity. For museums, designing activities specifically for high school students is also uncommon. Therefore, the effectiveness of using a high school-specific multi-approach activity design to promote education objectives has yet to be determined. This study analyzes the participants' level of acceptance and learning effectiveness regarding the various ESCR activities. Data were collected using questionnaire surveys, activity feedback, interviews, and observation records. Subsequently, these data were qualitatively and quantitatively analyzed to determine the students' acceptance levels and learning effectiveness regarding the various activities.
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Umralieva, Laura, Medeubek Tanirbergenov, Kuandyk Yeralin, Dauletkhan Bolysbaev, Dzhakipbekova Makhabbat, and Saimbetova Zhanar. "Evaluating creative drama studies in virtual museums with teacher opinions." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 980–93. http://dx.doi.org/10.18844/wjet.v13i4.6286.
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The aim of this research is to evaluate creative drama studies in virtual museums with teacher opinions in order to ensure the revival of national cultural values through art. Qualitative research method was used in the study. The data were collected by the semi-structured interview form prepared by the researcher. The study involved 25 elementary school classroom teachers working in various primary schools in Nur-Sultan, Kazakhstan, in the 2020-2021 academic year. As a result of the research, it was revealed that teachers found themselves inadequate in virtual museums and creative drama, but considered the use of these applications in education extremely positive. In-service training programs to be prepared for teachers to gain competence in the field of creative drama in the virtual museum will enable them to use this method more effectively in education, which they find effective in learning.
Keywords: Creative drama, national cultural values, teacher opinion, virtual museum.
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jarrett, loran, and Vjollca Hysenlika. "GLAZER CHILDREN’S MUSEUM Dream it. Be it." Muma Case Review 4 (2019): 001–19. http://dx.doi.org/10.28945/4384.
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In May 2016, Jennifer Stancil, the new president and chief executive officer (CEO) of Glazer Children’s Museum in Tampa, Florida was considering further steps to take toward her goal of making the downtown museum an educational and entertainment destination for children and their families. The CEO had been hired on November 23, 2015 with a mandate to rebrand the museum as a world-class learning environment for children and families. A winner of Tampa Bay Business Journal’s 2012 Nonprofit Organization of the Year, the museum was well respected, yet it faced challenges in attempting to increase memberships and visitor volume, collaborate with local competitors and partners, and raise funds. Executing the just-completed strategic plan would require a huge effort, since the surrounding community was not very aware of Glazer Children’s Museum’s purpose and myriad activities. The museum needed to develop and maintain stronger ties with other Tampa museums, schools, daycare centers, sports teams, hospitals, universities and more. Very soon after she began her job as CEO, Stancil had started working on a development plan to support her many programmatic ideas, including a multimedia art lab, activities that tied in with the city’s annual Gasparilla Festival, and other initiatives. By spring 2016, she had started to work closely with museum members, competitors, customers, and partners to define the museum’s meaning and value. She also started to consider how the museum could capitalize on its beautiful downtown Tampa location in this rapidly-growing city.
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Noviana, Eka, Uli Plank, and Eku Wand. "Museum Maya Indonesia: An immersive museum prototype for cultural education." SHS Web of Conferences 189 (2024): 01021. http://dx.doi.org/10.1051/shsconf/202418901021.
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The development of this virtual museum was a collaborative project of lecturers and students as an effort to create learning media about Indonesia’s cultural identity and history. This was practiced-based research that culminated in the creation of a high-fidelity prototype. Design thinking was used to realize ideas by considering existing problems. The empathize and define stages were conducted on 33 high school students to find out students’ insights about museums and their experiences in real or virtual museums. Visualization of objects with 3D photogrammetric techniques was used to achieve a realistic impression and a more immersive feeling. The museum also features audiovisuals, infographics, motion graphics, and animated objects. This prototype was tested directly on 12 students who were divided into three user groups, namely mobile phones, laptops, and VR. Mobile users experienced problems in accessing this museum, while laptop users managed to access the museum and had a very positive reaction. VR users felt a much more emotional experience. The test of a prototype in a school has shown that such a virtual museum will be attractive and engaging for students and schools, especially in remote areas, and should be further developed.
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Sadiq, Assadullah. "‘Baba, Take Us to Museum’: An Afghan refugee family’s engagement in language and literacy at the children’s museum." Journal of Early Childhood Literacy 20, no. 4 (May 4, 2018): 583–612. http://dx.doi.org/10.1177/1468798418770718.
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Although there is a growing body of literature which focuses on museums’ role in supporting children’s literacy, there is also a need for studies to show ways in which museums can support refugee families’ literacy practices. In light of this gap, this qualitative study explores the role of a children’s museum in the literacy practices of a recent refugee Afghan-American family. Data consisted of interviews with the parents and children, conducted using Skype, over a period of two months. A media capture functionality method was used to receive photos from the family using a smartphone. In addition, the family sent audio-recorded interactions during activities that took place at the children’s museum. The recordings were sent through Whatsapp, a smartphone application that lets users’ text, send images, audio record and make calls for free. The findings demonstrated that the children’s museum played an important role in the Manzoor family’s literacy practices. The exhibits at the museum offered the family a site of multi-modalities, where images, sounds and words together contributed to meaning-making. Moreover, the museum provided the family with important resources, such as books and pamphlets on registering for schools. Lastly, the children’s museum provided a supportive environment for the Manzoor family to learn English and meaningfully engage with print literacy.