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1
Kazantseva, O. A. "MUSEUMS OF UDMURTIA IN CONDITIONS OF GLOBALIZATION." Вестник Удмуртского университета. Социология. Политология. Международные отношения 4, no. 1 (April 7, 2020): 101–9. http://dx.doi.org/10.35634/2587-9030-2020-4-1-101-109.
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The article presents some analytical results of Udmurtia museums’ work in connection with the processes of globalization. A museum, as a sociocultural institution of society, reacts and feels changes in the world that change the museum's space, and finds other forms of interaction with libraries, archives, universities and research institutes. Informatization as an integral part of globalization has changed the accounting, storage and presentation of historical, cultural and natural heritage to a visitor in domestic museums, including in Udmurtia. Public attention is focused not only on material, but also on intangible objects. Museums of the Udmurt Republic are part of the unified electronic museum space of Russia and the world, where there is an opportunity to join the great cultural achievements of all mankind. Globalization opens up new opportunities for visitors to access the museum's collections and research into the material and spiritual culture of mankind. Museums of Udmurtia are closely connected with the phenomenon of globalization. Based on the use of SHOT analyses to evaluate the activities of the state museums of the Udmurt Republic, the prospects for development are outlined. Some aspects of Udmurtia museums activities are analyzed: informatization of museum environment, new forms of communication and the role of philanthropists and patrons. Museums develop modern forms of communication, introduce multimedia resources, use interactive technologies, successfully develop and participate in projects, and provide visitors with disabilities with group and individual classes - master classes. Museum employees develop special programs for working with such visitors. Udmurtia museums strive to be open to all visitors. Museum community presents successful projects in the field of preservation and study of historical and cultural heritage to Russia and the world. In the process of globalization, museums in Russian society remain a traditional institution where you can see authentic exhibits of history and culture, feel the power of their impact on the thoughts and feelings of a person. It is this educational aspect that makes a museum different from other institutions of society.
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Huerta, Ricard. "Silk Road Museums: Design of Inclusive Heritage and Cross-Cultural Education." Sustainability 13, no. 11 (May 27, 2021): 6020. http://dx.doi.org/10.3390/su13116020.
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This work is the result of a study on the characteristics that define some of the museums created on the Silk Road. The approach to these museums has focused especially on the observation of the educational and heritage aspects that define these institutions. Since 1988, numerous actions related to the Silk Road have been promoted by UNESCO. This old trade route has now become a route of dialogue between cultures. Each museum studied is characterized by promoting local and national issues that define it. Educational issues stand out, since the tradition of silk production is very important in each place. Another aspect observed is that heritage issues manage to strengthen the characteristic features of each community. I have interviewed those responsible and personally observed their facilities and collections. Each museum has chosen to highlight local differential factors, enhancing the aesthetic arguments of cultural identity. Finally, I examine the specific case of the Valencia Silk Museum, the most recent creation museum but also the oldest institution. In the conclusions, I highlight the importance of education in most of these institutions.
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Serediuk, Hanna, and Anastasiia Savytska. "Educational potential of scientific natural groups of DPM NAS of Ukraine: museum program "Lesson in the Museum"." Proceedings of the State Natural History Museum, no. 37 (January 1, 2022): 63–74. http://dx.doi.org/10.36885/nzdpm.2021.37.63-74.
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The uniqueness of the Natural History Museum is that it is perfectly suited for the introduction of interdisciplinary educational innovation. The environment of the museum has a special atmosphere, and natural collections play an important role, as they implement not only scientific but also educational goals. Research on the nature of communication has attracted great interest in pedagogical science in recent years. Museum communication has certain characteristics that distinguish it from all other types of knowledge dissemination. The specificity of the communication activities of natural history museums is associated with the use of natural objects and biological information in this process. A person learns new models of thinking and action if he is in direct contact with natural values and specialists who are able to interpret them. The main target audience on which the research is focused are children of different ages and teachers. The aim of the article is to actualize the pedagogical significance of the museum environment and museum education collections in the context of non-formal education. A few decades ago, the main and inviolable task of museums was to preserve and protect the collection, but today the focus has shifted and now the preservation and protection of collections is considered in inseparable connection with education. We are convinced that the education role of museums should be strengthened and that it should be as important as other aspects of professional museum practice. Educational departments in museums acquire important that reflects the relationship of the museum community with the educational needs of society. We can state that the effective use of the potential of museums in the school educational process is impossible without the mutual partnership of museum and school teachers. A well-formed and completed base of educational scientific collections is the basis of successful museum programs. A museum object is the determining factor that causes delight, surprise and ardor in a child, which forms her new life experience and stimulates the process of comprehension and the formation of value orientations. The resources and pedagogical potential of the museum are fully consistent with the requirements of education and our task is to ensure its implementation.
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Grishina, Natalia V. "THE STRUCTURE OF THE STAFFING THE MUSEUM AS AN OBJECT OF INFORMATIZATION." RSUH/RGGU Bulletin. Series Information Science. Information Security. Mathematics, no. 3 (2021): 74–81. http://dx.doi.org/10.28995/2686-679x-2021-3-74-81.
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As a result of the use of information technologies in their work, museums have acquired qualitatively new opportunities for the registration of exhibits, the preservation of electronic copies of the documents and exhibits, as well as the mode of access to exhibits. Museums strive to become interesting, fashionable, interactive, educational. The modern museum can be fully called an object of informatization. In order to realize all modern possibilities, museums must be staffed with modern personnel. A modern museum worker is not just an art critic with relevant knowledge. A modern museum worker must confidently master the information technologies and use them in the practice. The article analyzes the dynamics of changes in the staff of museum workers over the past six years. It presents the diagram of the distribution of museum workers by the age groups and shows the distribution of museum workers according to their experience. There is an analysis in ratio of the number of men and women among museum workers. The paper analyzes some aspects of staffing the museum as an object of informatization.
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Tleubayev, S. B., S. G. Belous, N. N. Kurmanalina, and A. N. Konkabayeva. "ACTIVITIES OF PUBLIC ORGANIZATIONS AND NATIONAL INTELLIGENTIA ON THE ORGANIZATION OF MUSEUM BUSINESS IN THE BEGINNING OF THE XX CENTURY." edu.e-history.kz 31, no. 3 (October 20, 2022): 294–305. http://dx.doi.org/10.51943/2710-3994_2022_31_3_294-305.
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Based on archival sources, the article examines the formation of museums in Kazakhstan at the beginning of the 20th century, the social aspects of their cultural and educational activities, the role of the national intelligentsia in the design of museum work. Socio-economic and political changes that took place in the 1920s of the Soviet period had a significant impact on the culture and education of Kazakhstan, the elimination of illiteracy, there was a need to develop cultural and educational direction. Aspecial Central Asian Committee for Museums and the Protection of Ancient Monuments has been established for the republics of Central Asia and Kazakhstan, and a society of local historians has been organized in the republic.The article describes how the research society of Kazakhstan has established the organization of libraries, museums and archival affairs, has made every effort to make them a place for the promotion of knowledge and culture among the population.
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Vitanova, Elena. "Educational and Cultural Policies in the Period from 2012 to 2020 Regarding the Implementation of Intercultural Educational Programs for Ethnographic and Historical Museum." Vocational Education 23, no. 2 (April 16, 2021): 172–81. http://dx.doi.org/10.53656/voc21.27kult.
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Museum education, which creates conditions for people to better understand their own culture and other cultures and to form skills for effective intercultural interaction, is based on the recognition and acceptance of differences and the development of empathy, tolerance and respect, while helping to preserve cultural values. This determines the role of museum education in the ethnographic and historical museum as a tool for successful implementation of intercultural dialogue. This article presents the main aspects of a functional analysis of educational and cultural policies in the period from 2012 to 2020. In addition, in the context of the key global and European visions for education and culture and their reflection in national policies until 2030, the introduction of modern intercultural educational programs for ethnographic and historical museum in strategic terms is justified. The research was carried out as part of research on contemporary intercultural educational programs for ethnographic and historical museums.
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Ostrowska-Tryzno, Anna, and Anna Pawlikowska-Piechotka. "Cultural tourism, museums and COVID-19 pandemic impact." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 5, no. 1 (2022): 123–39. http://dx.doi.org/10.16926/sit.2022.01.07.
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This paper presents some aspects of COVID-19 impact on cultural tourism and on the museum sector. Museums are closely linked to cultural and heritage tourism, considered a significant attraction.The tourism sector is among the most affected by the COVID-19 pandemic and cultural tourism is not an exception. In 2020 around 95% museums around the world were closed – according to government sanitary regulations. The aim of the research was to identify the impact of COVID-19 disease on cultural tourism (measured by a number of visitors in the most popular museums in 2019 and 2020) and museums’ adaptation to the sanitary restrictions during the pandemic time. For a few decades museums have tried to enhance their digital activities such as online educational programmes, online collection display, online exhibitions, live events, learning programs, brochures, podcasts, social media and virtual tours. These activities and various projects became especially important during the lockdown caused by the pandemic outbreak, as many museums continued their missions during the pandemic. Some museums have reopened (with strict limitations defined by sanitary restrictions), but many institutions remain closed. It shows how crucial IT innovations are. The paper concludes with some reflections on museums’ offer during the pandemic time and cultural tourism prospects in the post-pandemic time.
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Pavlovic, Marija. "Art museums and galleries: Educational programs and resources for teachers." Zbornik Matice srpske za drustvene nauke, no. 159-160 (2016): 931–45. http://dx.doi.org/10.2298/zmsdn1660931p.
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This paper gives the analysis of educational programs and resources for teachers in art museums and galleries in the world and in Serbia. Nowadays, in attempt to follow contemporary tendencies in art education, a significant attention is payed to development of educational programs in art museums and galleries. There is also a strong pursuit to build connections between these cultural institutions and teachers. The goal of this paper is to present selected examples of practices in museums and galleries, programs and resources for teachers, based on preschool and primary school approaches and strategies of teaching using works of art. Research on different aspects of collaboration between kindergartens and schools with institutions of culture is also presented in this paper. Research results indicate that there is no satisfactory collaboration among these institutions in our environment. Schools and kindergartens should support teachers by providing developmentally encouraging environment for maintaining collaboration, so children should get a chance to study works of art more frequently.
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Filová, Natália, Lea Rollová, and Zuzana Čerešňová. "Route options in inclusive museums: Case studies from Central Europe." Architecture Papers of the Faculty of Architecture and Design STU 27, no. 1 (March 1, 2022): 12–24. http://dx.doi.org/10.2478/alfa-2022-0003.
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Abstract Museums are complex architectural works with many distinctive elements. One of the most significant museum features are routes or paths on which visitors circulate museums and perceive exhibitions. Children and people with special needs often have specific demands on physical accessibility of the surrounding environment, chronological arrangement of spaces and amount of information presented at a time. The arrangement of functional units in museum layouts affects wayfinding in space, understanding of the exhibition, as well as visitor guidance. The order in which people visit particular segments in a museum can also be described as one of the most important architectural and operational characteristics of this type of cultural buildings and areas. The article examines ways of arranging spaces in a museum building and the suitability of their application. These forms are evaluated based on various aspects; some of the created effects are studied, e.g. creation of a desired atmosphere. Existing concepts are compared and supplemented with other theoretical knowledge. The article aims to present variant suitable ways of composing routes that would meet the needs of different people, and bring them a quality leisure and educational experience from a museum tour. Various types of museum layout organisation and arrangement of exhibition spaces are illustrated with abstract schemes, as well as with specific case studies of five selected museums. The selection consists of architecturally exceptional and high-quality museums in Central Europe, which are able to attract a whole range of various groups of people including a younger audience. They are examples of both modern museums in this area and route planning options. The case studies highlight interesting local ideas, space concepts, routing methods, and also solutions for increasing inclusion of all visitors and children in particular.
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Tertyshnaya, Christina А. "Problems of Ethnographic and Local History Museums in the views of Researchers." Transaction Kola Science Centre 11, no. 1-2020 (October 19, 2020): 149–62. http://dx.doi.org/10.37614/2307-5252.2020.1.18.010.
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One of the important tasks of regional historical and ethnological research is to determine the ethnographic potential of regional and municipal museums. It matters pragmatically —for the development of the tourism industry, and in relation to the generalcultural, educational, scientific development. The purpose of the article is to review the main aspects of understanding problems related to ethnographic museums in domestic science. The problems of museums are studied in institutional and socio-cultural perspectives, including in the context of the processes of socio-cultural identification and commemoration. The main place is given to the thoughts of researchers about the “crisis of museums” and their development trends. The problems of Russian ethnographic museums are defined at the conceptual, institutional, socio-economic, socio-cultural levels.
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Kuleva, Olesya V. "Virtual Museum in the Library: Models and Technologies of Creation." Bibliotekovedenie [Library and Information Science (Russia)] 67, no. 4 (October 20, 2018): 463–71. http://dx.doi.org/10.25281/0869-608x-2018-67-4-463-471.
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The article describes the history of creation of virtual museums (VM) in global Internet space. The author considers the research areas of this resource, including the phenomena of VM development; defines the aspects of VM existence (information, social, technical) and its main types, in particular, representation of a real Museum and a virtual Museum existing only in the Web-space, and VM as an effective PR-tool. The paper presents the results of monitoring of Russian and some foreign virtual museums in libraries and describes their current state. The main specific features of the museums in the Russian libraries are the original object of exposure (book) and additional information materials (bibliography, alphabetical index, search system, etc.). Information content of the VM is mainly created basing on free programs and with minimal use of multimedia technologies; communication links to Web 2.0 services are weak. The main advantages of VM in the foreign libraries are simplicity of collections presentation and navigation through them, as well as aesthetics and dynamism, achieved by the use of original Web design (beautiful typography, sliders, tile (block) interfaces, etc.). Further development of memorial space of Russian libraries and creation of VM require theoretical study of the issue, namely the modeling of this resource. Analysis of scientific publications shows that there are different approaches to VM modeling, such as functional (educational, information, marketing models), complex (complex hardware — software system) and structural (structural model, including the following blocks: collections, library, exhibition, lecture and reference). Priority approach to the modeling of library VM at the stage of changing technological paradigm can be the technological one, which allows to reveal the set of the given resource properties, the process of the model design, consisting of the following blocks: resource, software and technology, preparation of objects for exhibiting, resource promotion, educational, cultural-educational and analytical.
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Shashaev, A. K., N. N. Kurmanalina, A. T. Selkebayeva, A. N. Konkabayeva, and V. S. Zikirbayeva. "THE DIRECTION OF THE ORGANIZATION OF THE MUSEUM BUSINESS OF PUBLIC FUNDS IN THE EARLY TWENTIETH CENTURY." edu.e-history.kz 31, no. 3 (October 20, 2022): 321–32. http://dx.doi.org/10.51943/2710-3994_2022_31_3_321-332.
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The article examines the social aspects of the formation and cultural and educational activities of museums of Kazakhstan at the beginning of the twentieth century on the basis of archival materials. Socio-economic and political changes that took place in the 20s of the Soviet period had a significant impact on the culture and education of Kazakhstan, the elimination of illiteracy, there was a need to develop cultural and educational direction. A special Central Asian Committee for Museums and the Protection of Ancient Monuments has been established for the republics of Central Asia and Kazakhstan, and a society of local historians has been organized in the republic. The article describes how the research society of Kazakhstan has established the organization of libraries, museums and archival affairs, has made every effort to make them a place for the promotion of knowledge and culture among the population.
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Karamihova, Margarita. "Таngible Cultural Heritage: A Cinderella in the Home of Ethnology (Educational Essay)." Epohi 30, no. 2 (December 19, 2022): 333–39. http://dx.doi.org/10.54664/yaqk9451.
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The article aims to provoke a discussion about studying and teaching tangible cultural heritage in Bulgaria. It compares the curricula in Ethnology at different universities. It is obvious that very little attention is drawn to the tangible cultural heritage. This leads to very poor preparation of students who are about to become teachers or to work in museums. A new trend for change is observed at St. Cyril and St. Methodius University of Veliko Tarnovo. It is taught by the expert in tangible cultural heritage Pavlin Chaushev, PhD. In recent years, the number of lecture courses in which he presents various aspects of material culture from antiquity to the present day has increased. Plamen Sabev, PhD, who is Head of the Laboratory for restoration and conservation at the Regional Museum of History in Veliko Tarnovo, was also involved in teaching ethnologists. His expertise in 3D reconstructions of museum sites is particularly interesting and promising for students. The author points out the positive effect of studying and teaching tangible and intangible cultural heritage at the University on students, and hopes this trend to be shared by other universities.
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Kharchenko, Olena. "Theoretical Aspects of Cultural and Educational Work with Visitors of Different Age: Museum Psychology Development in Museums of Arts." Bulletin of Kyiv National University of Culture and Arts. Series in Museology and Monumental Studies 3, no. 1 (June 19, 2020): 21–32. http://dx.doi.org/10.31866/2617-7943.3.1.2020.205314.
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Roiu, Cristina Ioana. "Searching, Learning, Gaming - Engaging students with Europeana’s digital archives." International Journal of Advanced Statistics and IT&C for Economics and Life Sciences 10, no. 1 (December 1, 2020): 14–22. http://dx.doi.org/10.2478/ijasitels-2020-0006.
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Abstract Mass digitisation of the collections held by cultural institutions -galleries, libraries, museums, archives, have made available a huge amount of historical, cultural, informational resources in digital format, which are more and more used in educational activities. This paper describes some innovative non- formal educational activities developed around the Europeana1914-1918 archive between 2014-2018, where searching in big digital archives, gaming and improving the digital skills were key aspects.
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Tinning, Katrine. "To Survive Ravensbrück: Considerations on Museum Pedagogy and the Passing on of Holocaust Remembrance." Museum and Society 14, no. 2 (June 9, 2017): 338–53. http://dx.doi.org/10.29311/mas.v14i2.647.
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How can museums pass on the remembrances of the survivors of Holocaust in ways that engage visitors? This article looks at the ways museums remember the Holocaust by focusing on an exhibition entitled To Survive - Voices from Ravensbrück at the museum of cultural history, Kulturen, in Lund, Sweden. The exhibition centres on a unique collection of small objects secretly and illegally created by women in the Ravensbrück concentration camp as acts of resistance against the inhuman conditions in the camp. Exhibits on the Holocaust represent a particular tradition of museum pedagogy, associated with the imperative of ‘never again’, often read as an attempt to evoke empathy and responsibility for other human beings. In line with this tradition, the educational aim of To Survive is to encourage the viewers, to be moved to a greater sense of responsibility. The article provides a detailed description of the exhibit, discusses the choice of the museum to tone down the dark aspects of the story, and looks into how the exhibition realizes various appeals to the visitor, but also how it makes some voices mute. As such this article contributes to the ongoing museological discussions of the complexities of putting so-called difficult knowledge on display.Key Words: Museum Pedagogy, Visual Pedagogy, Memory Studies, Holocaust Studies, Difficult Knowledge, Ethical responsibility, Visitor involvement.
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Gkouskou, Eirini, and Sue Dale Tunnicliffe. "Natural History Dioramas: An opportunity for children to observe physical Science in action in a moment of time." Science Education International 28, no. 2 (June 28, 2017): 97–103. http://dx.doi.org/10.33828/sei.v28.i2.1.
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Τhe natureofscientificresearch goes beyond the learning of concepts and basic manipulation to the key factors of engaging students in identifying relevant evidence and reflecting on its interpretation. It is argued that young children have the ability to acquire viable realistic concepts of the living world when involved in relevant activities (Tunnicliffe, 2000). Visiting a museum of natural history is an educational experience, which offers, children experiences that cannot be obtained within the classroom and research found that museums are excellent sources of cognitive experiences that complement and / or enrich the curriculum of formal education (Dillon et al., 2016). Dioramas have specific context, which give visitors the opportunity to be creative and have more learning opportunities when they engage with them (Achiam et al., 2014). This paper draws upon data that were gathered at a natural history museum. These data were the spontaneous conversations of child visitors and a workshop with structured educational activities with a pre- and post-test research design, which provided the opportunity for children to observe Science in action in a moment of time. These data focused on aspects of historical and experimental aspects of Science in action shown in the positions and environments of the animals featured which may be identified in natural history dioramas.
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Wrede, Maria, Maria Brynda, and Zofia Głowicka. "Informacja o zbiorach dawnego Muzeum Księży Marianów im. ks. Józefa Jarzębowskiego w Fawley Court (Wielka Brytania) – obecnie w Muzeum im. ks. Józefa Jarzębowskiego w Licheniu Starym koło Konina." Z Badań nad Książką i Księgozbiorami Historycznymi 14, no. 1 (March 24, 2020): 63–89. http://dx.doi.org/10.33077/uw.25448730.zbkh.2020.182.
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History of the Museum of Marian Fathers, founded at the college for boys in Bielany, the district of Warsaw, reconstituted in the Fawley Court at Henley-on-Thames, Great Britain, and finally moved to the Shrine of Our Lady of Sorrows in Licheń Stary, is the key to understanding the content and organization of this collection. Patriotic, religious and educational aspects of the museums, its role for the Polish diaspora in Great Britain, and its depletion in the results of historical changes. Presentation of the collection content” museum objects – sidearm, sculptures, artistic fabrics, drawings and watercolors, paintings, graphics, commemorative items; book collection – books from the 19th and 20th centuries, journals, music prints, maps, and cityscapes. A more detailed presentation of the collection of early printed books, ephemera, and journals from the 19th century.
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Kiourt, Chairi, George Pavlidis, Anestis Koutsoudis, and Dimitris Kalles. "Realistic Simulation of Cultural Heritage." International Journal of Computational Methods in Heritage Science 1, no. 1 (January 2017): 10–40. http://dx.doi.org/10.4018/ijcmhs.2017010102.
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One of the most challenging problems in the simulation of real environments is to generate worlds that appear realistic and more attractive. It becomes increasingly challenging when the simulated environment focuses on minors (students), because the young generation has high demands on simulation systems due to their experience in computer gaming. Virtual museums are among the most important simulation environments, which present cultural and educational content for everyone. Their purpose is to enrich the users experience by allowing an intuitive interaction with the museum artifacts and to offer knowledge with the most pleasant ways. This paper focuses on the aspects of realistic simulations in the development of virtual 3D environments for Cultural Heritage applications. This study includes aspects regarding some of the most high-tech image effects, applicable artificial intelligence methods, powerful game engines, how real object can be reconstructed realistically and how all those features may be combined to produce realistic, pleasant, productive and educative environments.
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Moskalenko, A. V. "The Archaeological Museums of Institutions of Higher Education of Ukraine: cultural and educational aspects of activity." Vita Antiqua, no. 11 (2019): 53–58. http://dx.doi.org/10.37098/va-2019-11-53-58.
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Santaolalla, Elsa, Belén Urosa, Olga Martín, Ana Verde, and Tamara Díaz. "Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project." Sustainability 12, no. 17 (August 20, 2020): 6748. http://dx.doi.org/10.3390/su12176748.
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Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.
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Sedlacek, Jozef, Daniel Matějka, Zuzana Fialová, and Radim Klepárník. "Spatial aspects of the interpretation of cultural heritage." Muzeológia a kultúrne dedičstvo 10, no. 4 (2022): 89–113. http://dx.doi.org/10.46284/mkd.2021.10.4.6.
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Creating an exhibition is a multidisciplinary task which, besides the work of the authors of the scenario, copywriters and experts in the given topic, involves also the work of architects and landscape architects. Although the paper reflects on various completed exhibitions, the scenario and form of an exhibition cannot be separated. The paper focuses on spatial aspects of outdoor exhibitions from the perspective of an architect and landscape architect and documents them via various completed exhibitions. In terms of architecture they can be classified upon the aspects of form and content, wherein form covers the spatial, i.e. architectural, design of the exhibition and means, and content covers the quantity, complexity, style and chronology of the information communicated. The motivation for the paper is the need to identify the factors influencing the educational quality of exhibitions that the professionals designing the space and form of exhibitions may use in their practice. This covers predominantly those factors that relate to the designing of spaces where exhibitions take place based on the given scenarios, to which the viewers react rather subconsciously.The method used for the research is a spatial and content analysis of three exhibitions presenting cultural and natural heritage, specifically Hardangervidda National Park in Norway, Kongernes Jelling visitor centre in Denmark, and the National Museum of Rural Life at Wester Kittochside – Scottish National Museum in Great Britain. Factors considered include: the connection to the site – landscape context; authenticity; spatial scenario; and so-called warm-up and cool-down spaces that create atmosphere. A scenario, as in a film, connects the environment and content in a defined chronology. By this research we want to follow up on the trend in museums and exhibitions to present information through powerful narrative storytelling.
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Melgar, María Fernanda. "¡Todo me gustó! Los niños y sus percepciones de una actividad educativa en un museo." Educatio Siglo XXI 37, no. 1 Mar-Jun (March 5, 2019): 167–94. http://dx.doi.org/10.6018/educatio.363451.
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En este trabajo interesan los niños como público específico de los museos. En el artículo se presenta un estudio realizado en Argentina que tiene por objetivo conocer y analizar las percepciones y experiencias de niños en museos. Participaron 133 niños y niñas ubicados en la franja etaria de los 8 a los 13 años de escuelas de gestión pública y privada, rurales y urbanas. Para la recolección de datos se empleó un cuestionario con ítems que requerían respuestas abiertas y cerradas. Para el análisis de los datos se utilizó un enfoque mixto. Los resultados se presentan en tres categorías: percepciones sobre los museos, experiencias previas y valoraciones de una actividad particular. En general los niños valoraron positivamente sus experiencias en el museo, se observó un alto grado de satisfacción principalmente en sus afirmaciones referidas a aquellos aspectos que les gustaron. Los resultados del trabajo plantean numerosos desafíos para los museos y las escuelas en relación a la posibilidad de diseñar propuestas educativas contextualizadas a las características de los niños. In this paper we look at children as a specific public of museums. We present a study undertaken in Argentina. The aim of the research was to know and analyse the perceptions and experiences of children in museums. The study surveyed 133 children from different backgrounds (state and private schools and rural and urban settings) aged 8-13. For data collection, a questionnaire was used with open and closed response items. A mixed approach was used. The outcomes are presented in three categories: perceptions about museums, previous experiences and assessments of a particular activity. The children valued positively their experiences in the museum, a high degree of satisfactionwas observed mainly in their affirmations referring to those aspects that they liked. The outcomes of the study raise many challenges for museums and schools in relation to the possibility of designing educational proposals which align with the characteristics of children.
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Domenici, Valentina. "STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers." Education Sciences 12, no. 1 (January 6, 2022): 30. http://dx.doi.org/10.3390/educsci12010030.
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Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.
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Howard, Katherine Jane. "Emergence of a new method: The Grounded Delphi method." Library and Information Research 42, no. 126 (August 2, 2018): 5–31. http://dx.doi.org/10.29173/lirg746.
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This paper reports on the Grounded Delphi method (GDM), a relatively new methodological extension of the Delphi method, achieved by incorporating aspects of Grounded Theory, as used in a recent doctoral dissertation. The research explored the skills, knowledge, qualities and professional education needs of information professionals in galleries, libraries, archives and museums (GLAM) in Australia, with a view to determining relevant educational requirements to enable information professionals to operate across these blurred cultural heritage boundaries. Implications of using GDM for LIS research, and for research methods in general, is that it improves the rigour of theory building in Delphi studies, while the consensus, or force ranking, aspect of Delphi assists in improving the relevant level of importance of categories derived from Grounded Theory.
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Evita Dwi Oktaviani. "Pemanfaatan Museum Keprajuritan Indonesia sebagai Sumber Belajar Sejarah." Jurnal Pendidikan Sejarah 9, no. 2 (December 30, 2020): 153–71. http://dx.doi.org/10.21009/jps.092.04.
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This study aims to provide an overview of how the use of the Museum of the Indonesian Army as a source of history learning in history lesson. The research method used was qualitative with a descriptive approach, and the technique of collecting or collecting data through observation, interviews and documentation studies. The results of the research concluded that: (1) The Museum of the Indonesian Army can be used as a source of history learning because the museum has relevance to Indonesian history lesson in class X basic competencies 3.6 and 3.8, while class XI basic competency 3.2. (2) The obstacles faced in using the museum as a source of historical learning, namely the lack of human resources that affect the managerial aspects of service and management of the museum is less than the maximum. The lack of museum operational funds. The difficulty of the difficult permission from the school bureaucracy. There is no museum visit program. Lack of attention and socialization from the museum manager. (3) Educational programs carried out by the Museum of the Indonesian Army can help improve the existence of museums and optimize the function of museums as a source of historical learning.
Penelitian ini bertujuan untuk memberikan gambaran bagaimana pemanfaatan museum keprajuritan Indonesia sebagai sumber belajar sejarah pada mata pelajaran sejarah. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif, dan teknik pengambilan atau mengumpulkan data melalui observasi, wawancara dan studi dokumentasi. Hasil penelitian menyimpulkan bahwa: (1) Museum Keprajuritan Indonesia dapat dimanfaatkan sebagai sumber belajar sejarah karena museum tersebut memiliki relevansi dengan mata pelajaran sejarah Indonesia kelas X kompetensi dasar 3.6 dan 3.8, sedangkan kelas XI kompetensi dasar 3.2. (2) kendala yang dihadapi dalam memanfaatkan museum sebagai sumber belajar sejarah, yaitu Kurangnya SDM yang mempengaruhi aspek manajerial pelayanan dan pengelolaan museum menjadi kurang maksimal. Minimnya dana operasional museum. Sulitnya perijinan yang sulit dari birokrasi sekolah. Tidak adanya program kunjungan ke museum. Kurangnya perhatian dan sosialiasasi dari pengelola museum. (3) Program edukasi yang dilaksanakan oleh Museum Keprajuritan Indonesia dapat membantu meningkatkan eksistensi museum dan mengoptimalkan fungsi museum sebagai sumber belajar sejarah.
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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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Stoškutė, Neringa. "Tension Between Everyday Practice and the New Museology Theory: A Case of the National Gallery of Art in Vilnius." Art History & Criticism 13, no. 1 (December 1, 2017): 76–87. http://dx.doi.org/10.1515/mik-2017-0006.
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Summary This article aims to present the main aspects of the New Museology theory and discuss the possibilities of its adaptation in Lithuanian museum practice. To date, the New Museology theory, which was formed in the 1980’s and places the emphasis on the contextual presentation of artworks and the social role museums play in public cultural life, is not widely used in Lithuanian museum practice and a comprehensive survey of art museum permanent collection displays has not been carried out in regards to this particular framework. The first part of this article presents the New Museology theory and its historiography, including main authors, who have contributed to the formation and development of the ‘new’ theory. The second part presents an overview of different methods of display, including aesthetic, contextual/educational and white cube models. The third part shows how a recent establishment of the National Gallery of Art (NGA) in Lithuania completely ignored the New Museology theory and was based on the modernist view of art history, made popular in the Soviet period. Thus, it comes as no surprise, that the permanent collection display at the NGA has received a lot of criticism from various cultural and art historians and other academics. It is expected that the presentation of the main aspects of the New Museology theory and an assessment of a permanent collection display at the National Gallery of Art will help inform Lithuanian museum practice and form a basis for further studies in Lithuanian museological research.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION HISTORY: RELEVANCE ASPECT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 4–7. http://dx.doi.org/10.48127/gu-nse/13.10.04.
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In the latter years education in Lithuania has been analysed in various aspects. However, it is obvious that almost all research works are focused on analysis of nowadays problems, sometimes not escaping certain prognostic elements (future education insight). This is certainly a good thing. However, concentrating attention only to present, the experience is forgotten which Lithuanian teachers, researchers accumulated earlier. It can be safely stated, that natural education experience in Lithuania is abundant, however very poorly investigated. Since 1995 only a few reports devoted to natural science education history questions have been presented in annually held national practical conferences „Natural Science Education at a General School“. Over that period totally 442 articles on various natural science education questions were published. Only 8 articles (1, 8 %) deal with historical natural science education aspects. Comprehensive school natural science teachers could devote more attention to these questions as well. Quite a big help could provide history teachers. As it is known, many comprehensive schools have ethnographical or school history museums. It is probable, that valuable material on natural science education history might be found in these museums. Such material must be systematized and publicized. Pupils might be included into such an activity applying project or other activity forms. Experience about natural science subject teaching / learning at different levels and types accumulated over a long period of time in Lithuanian educational institutions should be systematized, stored, analysed. It is without doubt, that this experience is unique, because Lithuanian education system was influenced by various didactic trends. Finally, over the last two decades various “imported” ideas and experiences have been admired too much forgetting at the same time about the own one. After all, the ideas which were checked over a long period of time and remained, practical experience, teaching / learning approaches and technologies become didactics classic.
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Краснова, Т. Н. "Archaeological Reconstruction of Ceramics in Museum Practice: Principles, Objectives, Opportunities." Nasledie Vekov, no. 2(26) (June 30, 2021): 100–114. http://dx.doi.org/10.36343/sb.2021.26.2.008.
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В статье выявляется потенциал археологической реконструкции древней керамики для решения задач, связанных с сохранением и экспонированием археологического наследия в музеях. Материалами исследования стали результаты научных изысканий в области археологии, теории и практики реставрационного дела, а также международные и российские нормативные правовые акты, регламентирующие различные аспекты сохранения и популяризации культурного наследия. Проведен анализ процессов музейной и археологической реконструкции, в результате чего выявлена тождественность их целей. Поэтапно модулируется процесс воссоздания древней керамики, изготовления памятников от идеи зарождения предмета до стадии использования. Сделан вывод о значении археологической реконструкции как инструмента, с помощью которого в условиях музея можно осуществлять изучение и популяризацию культурного наследия, сохраняя в неприкосновенности подлинники. The article reveals the functional possibilities of archaeological reconstruction of ancient ceramic products that are part of museum collections in the aspect of preserving and popularizing the archaeological heritage in museums. The main materials involved in the research were the results of scientific research in the field of archaeology, theory and practice of restoration work, as well as international and Russian normative legal acts regulating various aspects of the preservation and popularization of cultural heritage. The research methodology is based on a functional approach, while axiological and typological methods, techniques used in archaeological source studies, and methods of reconstruction of artistic and technical processes were important tools. The reconstruction of ancient ceramics, undertaken during archaeological research and carried out by means of experimental and technological methods, is analyzed. The functions of reconstruction in modern archaeological research are determined, and the essence of archaeological reconstruction itself as a process of modeling the corresponding artifacts is characterized. The significance of cultural stereotypes in this process is clarified. The stages of creating a ceramic product are consistently identified. The ceramic product (as, indeed, any thing created by people) is considered as a product of human creativity and at the same time as a source of information about a certain technology. It has been established that reconstruction methods in the field of preserving architectural monuments cannot be the only basis for studying its capabilities in a museum, since they do not go beyond collecting formal data about a monument and creating its analogue in the form of a graphic or three-dimensional model. The technological aspects of creating the material structure of the artifact remain undisclosed. Museum items are considered as elements of the informational text of culture. The modern practice of the reconstruction of ceramic products in museums by creating models using fragments of genuine artifacts has been studied and evaluated. The author concludes that archaeological reconstruction is an effective tool with which it is possible to study and popularize cultural heritage, keeping the originals intact. Conclusions are made about the identity of the goals of the museum and archaeological reconstruction, the set of educational and research tasks solved by archaeological reconstruction in a museum is revealed.
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Jovaišaitė-Blaževičienė, Indrė. "The Concept of ‘Play’ from the Point of View of Theories of Museology." Knygotyra 79 (December 30, 2022): 190–222. http://dx.doi.org/10.15388/knygotyra.2022.79.125.
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In the first decades of the 21st century, the topic of the ‘playing’ person has become the core of interdisciplinary research on human activity. As museums have been adopting a new approach towards cultural dissemination and educational goals, the discourse of play is also becoming one of the current fields of research in museology. Although the cultural aspects of play and game have been discussed for a long time, the interpretation of the concept of play from the museological point of view is a relatively new field which requires the definition of the synonymously used terms and the respective concepts. The aim of this article is to highlight the concept and function of play in museology based on the analysis of museology theories, to identify the preconditions for the formation of play communication, and to identify the directions of the development of the concept of play in the contemporary museological research. The article is based on an integrated literature review of the analysis of the concept of play while focusing on theoretical texts and monographs of scholars studying the phenomenon of play, as well as on theoretical and empirical research articles analysing the expression of play in all types of museums. This paper also discusses the linguistic use of the terms play and game. In the Lithuanian language, we not only have to deal with the synonymous use of play (žaismas)/game (žaidimas) in the translation of spel, play, spielen, but also with the use of play in the translation of both play and game used in different contexts in the English-language literature. Since game is a structured form of play, and, in the museological research and practice, game is more commonly defined as the digital expression and referred to as gamification, it is suggested that play (as an action and a state of being) should be distinguished from game (as a structured form of action) by using two different terms in the Lithuanian language. The literature reviewed in this article has highlighted that the concept of play in the museum is linked to the development of new theories of museology, and it reveals itself as a creative construct that is shaped and sustained by the institution. Play is defined as the concept for communicating the theme of the museum, manifested through the act of play and the elements of game. This approach to the dissemination of content and the organisation of activities is expressed through the application of play and game methods which allow the audience to engage in a more intensive relationship with the museum’s theme and exhibits. Play becomes a necessary medium for the museum’s metagame which includes and expresses playfulness, play action, playful elements, real and digital games, whereas the audience is engaged by play to satisfy its educational and entertainment needs. To summarise on the interdisciplinary context of the phenomenon of play, in museology, it is most appropriate to associate play with an intellectual or conceptual state that involves exchange, change and playful action. The term game in the museological context is more commonly used to refer to a specific spatial, temporal or rule-based action which, in the museum practice, is more frequently associated with gamification.
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Nikulina, I. N., M. N. Potupchik, and K. S. Kaliyeva. "The Cultural and Educational Activities of the Political Exiles in Ust-Kamenogorsk (the 1880s — Early 20th Century): Some Aspects." Izvestiya of Altai State University, no. 6(128) (December 12, 2022): 32–36. http://dx.doi.org/10.14258/izvasu(2022)6-04.
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The Siberian political exile of the 19th — early 20th centuries is an interesting multifaceted topic with a significant number of issues that require a comprehensive in-depth study. Despite the extensive range of studies on the Siberian political exile history, for some questions a thorough careful research is needed. This work is focused on one of the aspects of the versatile activities of the political exiles — cultural and educational activities. The relevance of this topic is determined by the importance of further development of Russian-Kazakh relations, taking into account the historical experience of interaction between the political exiles and the local population, determining the contribution and significance of the cultural and educational activities of the exiles in the life of the region. The article aims to review the cultural and educational activity of the political exiles in Ust-Kamenogorsk in the 1880s — early 20th century and define its significance for the social development of the city and the region. Based on the available sources and literature, the work reflects the issues of the city cultural and educational institutions formation and the actual participation of the political exiles in it. New information on their biographies is added. Many Ust-Kamenogorsk secondary and vocational schools, museums and libraries were opened thanks to the cultural and educational activities of the political exiles who advocated for the elimination of illiteracy and the development of culture. Special courses were organized, the People's House was created. Undoubtedly, this showed exiled people’s pro-active approach to life aimed at spreading knowledge among the local population and the cultural development of the city and the region.
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Amorim, Marlene, Maria João Rosa, and Sandra Santos. "Managing Customer Participation and Customer Interactions in Service Delivery: the Case of Museums and Educational Services." Organizacija 47, no. 3 (August 22, 2014): 166–75. http://dx.doi.org/10.2478/orga-2014-0015.
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AbstractBackground and Purpose – In this study we investigate determinants of customers’ quality perceptions in service processes which involve customer participation and customer to customer interaction (CCI). Building on existing multidimensional approaches to service quality we explore relevant quality aspects for related to the performance customer participation and CCI.Design/Methodology/Approach – The study builds on focus groups conduct with employees and customers of a leading provider of educational and science services, which offered a portfolio of service activities requiring very diverse levels of customer participation and CCI, to characterize service quality dimensions.Results – The study distinguishes three dimensions of service delivery quality: a dimension related to the providers’ direct performance; a second dimension relative to the performance of customers’ own participation in service activities, and a third dimension relative to the interaction with other customers. The work extends service quality literature by identifying new dimensions which affect service quality in service settings with active customer involvement.Conclusion – Service providers have been developing very diverse delivery processes, frequently inviting customers to have active roles in service production. Often, customers also interact with other costumers in service delivery. The paper provides a contribution to foster the debate about service quality frameworks, and aims to inform the design and the management of services where customer participation and CCI have a key role.
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Echegoyen Sanz, Yolanda, and Antonio Martín Ezpeleta. "The exhibition is just the beginning." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 297–310. http://dx.doi.org/10.15503/jecs2020.2.297.310.
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Aim. The aim of this work is to present a qualitative analysis of the creative educational materials prepared by preservice teachers in the context of an educational experience around a museum exhibition about Science and Literature, described in a previous work (Authors, 2020). The responses to a final questionnaire about interdisciplinarity, integration of Sciences and Arts or the use of museums for children’s education are also analysed.
Methods. The participants were 121 alumni of two different subjects “Natural Sciences for teachers” and “Literary training for teachers” at a Spanish university. Preservice teachers had to select an item of the museum exhibition and, as a group, prepare a catalogue intended for children, where they had to write a short text related to the object and activities for children in an exercise of didactic transposition. The students generated teaching materials with a high component of creativity and a multimodal approach, with a mixture of linguistic and non-linguistic codes. The qualitative analysis of these creative teaching materials was carried out with Atlas.ti v8. To assess the experience a questionnaire about different aspects of the proposal was completed by the students at the end of the semester.
Results and conclusion. The analysis of the teaching materials demonstrates differences between the alumni attending both subjects in the type of items selected, the literary genre of the short text and the prepared activities. The responses to the final questionnaire give us an insight on the reasons for the item selection and show how most of the students considered the experience as very interesting and formative. We can conclude that the educational experience here described served as an exercise to internalise the benefits of this method and, at the same time, adapt it for their future students in Primary Education.
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Taranenko, L. G. "The educational-methodological support evolution of library local history courses." Bibliosphere, no. 4 (December 30, 2016): 51–58. http://dx.doi.org/10.20913/1815-3186-2016-4-51-58.
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Regional library local history is a comprehensive library activity requiring special professional training. The author reveals the issue of teaching library local history at library higher schools; searched educational publications on local history in the electronic catalogues of libraries and bibliographic indices. It was revealed 48 academic publications on library local history for 1930-2014. The study objective is to trace the evolution of educational publications on the problems of teaching librarian local history in a library higher school. It was presented the analysis of textbooks on the following features: types of educational publications, authors, scientific schools and content. The study revealed expanding diversity of educational publications on library local history, from single programs, lectures to textbooks, educational-methodical complexes and electronic textbooks. At the same time, it was found out a lack of new integrated textbooks, «fragmentation» in teaching and representing certain aspects of local librarian history in educational work, insufficient number of electronic textbooks and absence of interactive electronic educational materials for universities. The fundamentals of teaching local librarian history were started by two scientific schools in St. Petersburg State Institute of Culture and Moscow State Institute of Culture. The formation of the library local history as an educational course is associated with the name of N. V. Zdobnov. The largest contribution to the development of educational-methodological support for library local history was made by A. V. Mamontov and N. N. Shcherba. The substantive aspect of educational-methodological support for library local history can be divided into three stages. The first stage (1930-1970) is related to the study of local history bibliography only. The second period (1980-1990) is characterized by creating a number of editions covering general problems of regional studies of library local history and library activities on local history study. In 1990s preconditions appeared to expand study of various aspects of library local history. IIt was connected with changes in the state policy of regional development, as well as a growing interest in regional/local history information. The third stage (2000-2010s) of the evolution of educational publications is related, on the one hand, to a more expanded study of some specific aspects of library local librarian (bibliographic processing of local history documents, local history fund or management of local history activities, etc.), on the other hand, to a complex representation of regional studies in cooperation of libraries, archives, museums and other institutions dealing with issues of local history in the region.
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Kałużna, Joanna. "Państwowa, narodowa, społeczna, partyjna? Nauczanie historii w szkołach publicznych – studium przypadku." Przegląd Politologiczny, no. 3 (November 2, 2018): 69–80. http://dx.doi.org/10.14746/pp.2012.17.3.5.
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A canon of historical monuments, national holidays, names of streets, the provision of state financing to certain scientific and research centers, supporting initiatives to commemo- rate events and individuals, and building museums are only selected aspects of the historical policy of a state, approached as a detailed policy. This paper concerns another aspect of this policy, namely non-academic state education. A long-term educational reform was launched on September 1, 2009. It provides for the changes to be fully implemented by September 2014. They will concern a number of fields, but there is one that has become the core of a pe- culiar political conflict – the reform in teaching history. The paper presents the conflict, its turning points and, first and foremost, its rhetoric – the character of statements, selection of vocabulary and ways of evoking the right associations employed by both parties to the con- flict. The paper also discusses the assumptions of the reform and indicates the most important legal acts and statements by the Minister of National Education, thereby providing a legal framework for the arguments of the conflicting parties.
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Gay, Geri, Kirsten Boehner, and Tara Panella. "ArtView: Transforming Image Databases into Collaborative Learning Spaces." Journal of Educational Computing Research 16, no. 4 (June 1997): 317–32. http://dx.doi.org/10.2190/j8vk-wnvq-q03r-h56a.
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Considering the educational importance of dialogue among students, faculty, and professionals, this article examines a computer-mediated communication tool designed to support online learning through conversation. ArtView, developed by Cornell University's Interactive Multimedia Group, allows groups of learners to converse from disparate locations in a shared space while viewing an image that has been pre-loaded by the instructor. An online database provides a ready-reference, allowing the instructor to customize background or contextual information necessary to supplement the online conversations. This article describes and reports the results of user-testing conducted in conjunction with a college course, “Art in the Electronic Age.” Through qualitative techniques, learners compare and contrast their experiences in a face-to-face guided visit and discussion with a computer-mediated viewing and discussion using ArtView. Museums were seen as providing an attractive element of personal choice and an outstanding physical viewing environment. ArtView lacked these elements and tended to homogenize the artworks with its two-dimensional display limitations. However, most students reported levels of satisfaction with the quality and convenience of the computer-mediated communication (CMC) aspects sufficient to make up for the limitations. The article concludes with suggestions on how educators might augment learning by combining the strengths of the online and museum experiences.
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Noke, Melissa, and Samantha Rowbotham. "Is your health in your hands? Exploring the feasibility and acceptability of a university Outreach event to engage the public in health psychology." Health Psychology Update 23, no. 2 (2014): 50–55. http://dx.doi.org/10.53841/bpshpu.2014.23.2.50.
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Public engagement is a key element of social responsibility within UK universities and there are various opportunities for academics and postgraduates to engage with the public, for example, by running events at local museums or giving talks at community venues. Engaging the public in thinking about their health is a key target for the Department of Health and interactive public engagement events offer an excellent opportunity to achieve this. In this paper, we explore the feasibility and acceptability of running a public engagement event entitled ‘Is your health in your hands?’, which consisted of various hands–on table–top activities to get people thinking about various aspects of their health, such as healthy eating, behaviour change, health risks, and genetics. Approximately 300 individuals attended the event, which was held at the Museum of Science and Industry in Manchester, and 29 attendees provided event evaluation. The event was perceived as educational and interesting, providing attendees with knowledge of key health issues. The most popular activities were those that targeted healthy eating and provided messages about ‘hidden nasties’ in foods. These kinds of events provide an opportunity for academics and postgraduates to engage the public in thinking about their health in a way that is perceived as both useful and enjoyable.
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Kleftodimos, Alexandros, Maria Moustaka, and Athanasios Evagelou. "Location-Based Augmented Reality for Cultural Heritage Education: Creating Educational, Gamified Location-Based AR Applications for the Prehistoric Lake Settlement of Dispilio." Digital 3, no. 1 (January 15, 2023): 18–45. http://dx.doi.org/10.3390/digital3010002.
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Today, augmented reality (AR) applications are being used in many fields, such as advertising, entertainment, tourism, and education. Location-based augmented reality (AR) is a technology where interactive digital content is associated with real-world locations and their geo-based markers. The merging of the real-world environment with the digital content occurs when the user reaches these locations. Location-based AR applications are typically experienced using mobile devices with the ability to report the user’s location via GPS. These applications are increasingly used in education, since it has been shown that they positively affect student satisfaction and engagement. Furthermore, it is known in the literature that learner satisfaction and engagement increase when gamification and storytelling techniques are incorporated into the educational process. The aim of the study is to present two location-based, educational augmented-reality applications that utilize gamification and storytelling to provide cultural heritage knowledge about a prehistoric lake settlement. The study also aims to provide ideas and guidance to educators who wish to create applications that transform educational visits to archeological sites and museums into engaging augmented-reality experiences. Both applications underwent a preliminary evaluation using a sample of 71 higher-education students and a sample of 58 school students. The findings showed that the applications scored well in aspects such as ease of use, student satisfaction, and perceived educational usefulness.
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Trynus, Olena. "SELF EDUCATION ACTIVITY OF YOUNG TEACHER: A HISTORICAL ASPECT." Aesthetics and Ethics of Pedagogical Action, no. 15 (March 9, 2017): 72–83. http://dx.doi.org/10.33989/2226-4051.2017.15.175889.
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This article researches the problem of self-education organization by young teacher of Ukraine in the end of XIX – beginning of XX century, this period is characterized by the development of national education, finding innovative aspects in solving problems of teachers’ development and self-identity, improving their own career, gaining the pedagogical mastery, formation of teacher professional self- education. It has been determined that organizing factor of pedagogical self-education was a non-compliance of coordination between the state needs to provide Ukrainian folk school by quality pedagogical trained personnel and insufficient training of graduates of educational institutions. The views of famous scientists and educators (M. Vahner, R. Viler, F. Helbke, V. Ivanovskiy, O. Muzychenko, I. Ohienko,Y. Chepiga) of the study period (including – some unknown ones in scientific circles) on the nature of young teacher self-education activity, leading its study forms andtools have been analyzed. Based on analysis of scientific studies it has been found that self-education of young teacher has two main functions – education (as a tool to overcome the shortcomings of professional training, acquisition of professional experience) and educational (the spiritual development of the individual, self- improvement, knowledge, worldview, that dependent on reflection of the state professional development and improvement). It has been determined that the most successful self-education forms of young teacher are collective and individual ones, namely: reading, observation, consultation, lectures, exchange of experiences, mutual communication etc. Self-education organization is characterized by time of all educational congresses; visiting educational museums; temporary educational courses studying for teacher training and Ukrainian Pedagogical Academy; attending the young teacher school meetings and school teachers' council. The effective products of self-education of young teacher have been characterized. For example: monographs, textbooks and manuals of leading Ukrainian and foreign educators; foreign and comparative educational researches; annual training edition, lectures on psycho- pedagogical subjects; mobile educational exhibitions. Summarizing conclusions on perspective areas of implementation progressive experience of young teachers self- education on study period have been made, including the use of scientific and methodological potential scientists of the National Academy of Pedagogical Sciences of Ukraine.
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Narizhnaya, Oksana V. "Books in museum library collections as a source for the study and representation of significant events in Russian history of the first quarter of the 20th century (on the example of publications from the Civil War period 1917–1922)." Issues of Museology 11, no. 2 (2020): 259–74. http://dx.doi.org/10.21638/11701/spbu27.2020.210.
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The article describes the documents from collections of the scientific library of the East Crimean Historical and Cultural Museum-Reserve published in Crimea during the Civil War of 1917–1922. These documents are book monuments as copies published in the important period of Russian history in the first quarter of the XX century in accordance with the sociovalue criterion. Publications are considered both as objects for the scientific study of the documentary sources themselves, and from the point of view of potential exhibits of the museum exposition. The publications allow for the most complete and widespread coverage of one of the most complex and controversial moments in the history of Russia. The historical conditions of the functioning of the national economy and certain aspects of social life, reflected in the sources studied, are examined. Among them are the publishing industry, public education, museums, the activities of the system of internal affairs bodies and local self-government. Considerable attention is paid to the study of local history publications, reflecting the development of history and archeology of the indicated period and containing valuable information on the history of Crimea. A number of brochures are presented, which methodological recommendations for teaching individual academic disciplines in a unified labor school. Educational and practical publications occupy a significant place among the analyzed documents. They contain excerpts from the works of ancient Roman authors published in Latin and serve as readers for the study of the classical Latin language in the gymnasium. The content and physical safety of publications, their attributive features, are described: book signs, labels, handwritten notes, autographs are described as a result of historical and bibliographical analysis.
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Anggarini, Dian, Fahmi Aulia Rahman, Rohmatulloh Rohmatulloh, M. Tajudin Zuhri, and Iim Ibrohim. "PEMBELAJARAN JARAK JAUH PELAYANAN PRIMA PADA MASA PANDEMI COVID-19: PERSPEKTIF PENGAJAR." JURNAL APARATUR 5, no. 2 (November 10, 2021): 149–61. http://dx.doi.org/10.52596/ja.v5i2.122.
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ABSTRACTDistance learning of excellent service training for museums gave the lowest performance results compared to other trainings. The purpose of this study is to answer how teachers facilitate distance learning related to aspects of their teaching styles and strategies. The study method used a qualitative approach, the participants are two teachers. The results of the study indicate that learning has placed the trainees as subjects who have a role and independence to carry out their learning activities. But on the other hand, teachers also still have various obstacles in delivering this fun learning. This deficiency becomes an input for further improvement, especially the development of teaching styles and strategies for various participants who have different educational backgrounds, positions, and talents. ABSTRAKPembelajaran jarak jauh pada pelatihan pelayanan prima untuk museum memberikan hasil yang paling rendah kinerja dibandingkan pelatihan lainnya. Tujuan penelitian ini untuk menjawab bagaimana pengajar dalam memfasilitasi pembelajaran jarak jauh terkait dengan aspek gaya dan strategi mengajarnya. Metode penelitian menggunakan pendekatan kualitatif partisipannya berjumlah dua pengajar pelayanan prima Kementerian Energi dan Sumber Daya Mineral. Hasil penelitian menunjukkan bahwa pembelajaran telah menempatkan peserta pelatihan sebagai subjek yang memiliki peran dan kemandirian untuk melakukan kegiatan belajarnya. Namun di sisi lain, pengajar juga masih memiliki berbagai kendala dalam menyampaikan pembelajaran yang sesuai kebutuhan peserta pelatihan. Kekurangan ini menjadi masukan perbaikan selanjutnya khususnya perbaikan gaya dan strategi mengajar untuk beragam peserta yang memiliki latar belakang pendidikan, jabatan, dan talenta yang berbeda.
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Carvalho, Lucila, and Pippa Yeoman. "Performativity of Materials in Learning: The Learning-Whole in Action." Journal of New Approaches in Educational Research 10, no. 1 (January 15, 2021): 28. http://dx.doi.org/10.7821/naer.2021.1.627.
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Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.
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Caballé, Santi, Fatos Xhafa, and Leonard Barolli. "Using Mobile Devices to Support Online Collaborative Learning." Mobile Information Systems 6, no. 1 (2010): 27–47. http://dx.doi.org/10.1155/2010/935169.
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Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.
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García-Bustos, Miguel, Olivia Rivero, Paula García Bustos, and Ana María Mateo-Pellitero. "From the cave to the virtual museum: accessibility and democratisation of Franco-Cantabrian Palaeolithic art." Virtual Archaeology Review 14, no. 28 (September 6, 2022): 54–64. http://dx.doi.org/10.4995/var.2023.17684.
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Highlights: Despite being a transcendental cultural manifestation in the history of humanity, there are hardly any open-access virtual repertoires of Palaeolithic art. The numerous photogrammetric studies carried out in successive archaeological campaigns to answer scientific questions can be used in educational and dissemination projects. In the framework of the authors’ outreach project called "PaleoArt-3D: regreso al pasado" a virtual museum has been created to make Palaeolithic art a more accessible and democratic heritage. Abstract: Palaeolithic art is a cultural manifestation of great importance to understanding the early history of our species. Through this artistic phenomenon, one can study aspects such as long-distance contacts, evidence of learning or the perception with which Palaeolithic humans were able to execute and memorise such precise details. However, there are few virtual repertoires that offer collections of Palaeolithic art. Accessibility to this type of archaeological remains is even more difficult considering conservation is prioritised over tourist visits. For these reasons, Palaeolithic art is today a type of cultural asset that is largely unknown to the population. The project "PaleoArt-3D: regreso al pasado" was created with the aim of democratising this heritage and making it more accessible. To this end, a virtual museum has been developed to exhibit digital models of parietal and portable art with complementary annotations for each one. The methodology includes a first stage dedicated to digitising examples of Palaeolithic art in caves or open-air stations and exhibited in Spanish and French museums. Next, the necessary infrastructure was designed to house the exhibition using specific software such as Blender. Post-processing tasks were carried out to reducing the number of polygons without losing quality. Finally, the museum has been uploaded to the Sketchfab platform to make it freely available online. It is hoped that this virtual museum will contribute to promoting and creating a more significant number of digital resources related to Palaeolithic art that are easily accessible to the public.
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Gooding, Philip. "David Livingstone, UNESCO, and Nation-Building in 19th-21st-Century Scotland and East and Central Africa." Journal of Indian Ocean World Studies 5, no. 2 (January 20, 2022): 243–69. http://dx.doi.org/10.26443/jiows.v5i2.117.
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This article assesses the role of David Livingstone (1813-73), a Scottish missionary, in nation-building efforts in Scotland and parts of the western Indian Ocean World. It begins by establishing the ways in which he became central to Scottish national, British imperial, Christian missionary, and abolitionist movements in the late-nineteenth and early-twentieth centuries. It then examines why, despite these ‘colonialist’ associations, he remains central to some aspects of nation-building in present-day Tanzania and Malawi. The key focus in this context are these two nations’ respective applications to the United Nations Educational, Scientific, and Cultural Organization (UNESCO) to have museums and landmarks that centre Livingstone in their histories recognised as World Heritage sites. In so doing, it draws on regional concerns within the nations themselves, the prerogatives behind UNESCO’s activities on the African continent, and ongoing relationships between Scotland and (especially) Malawi. Despite current social movements that are increasingly vocal and critical of figures associated with colonialism, Livingstone remains revered and central to the nation among many in Scotland and East and Central Africa.
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Benichou, Anass, Saad Boulahnane, and Hiba Benichou. "The Role of Heritage Education and Cultural Mediation in Students’ Identity Assertion." European Journal of Theology and Philosophy 2, no. 6 (December 28, 2022): 48–56. http://dx.doi.org/10.24018/theology.2022.2.6.89.
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This article attempts to define, beyond the normative aspects, what heritage education exemplifies today. It seeks to understand how heritage education and cultural mediation can contribute to the affirmation of identity and individualization among young people and, by analogy, reduce inequalities of access to cultural practices, otherwise called cultural democracy, in which the school plays a pivotal role. It is, therefore, necessary to discuss the interest of this educational practice not only within the framework of schools, but also outside to ensure that all students have equal access to their own culture. The present article addresses the main question on how heritage education and its concrete projects constitute an effective tool—one that is conducive to cultural equalities and democracy. Also included in this conception is a project, initiated by the Majorelle Garden Foundation in Marrakech, Morocco, which helped lend public school students the necessary tools to assimilate the notions of history, art, and culture during their visits to museums to promote education of the gaze through a cognitive and sensitive approach.
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KOBOBEL, A., and Ya DEMUS. "ORGANIZATION OF LEISURE ACTIVITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN EXTRACURRICULAR EDUCATIONAL INSTITUTIONS OF THE END OF THE XX - FIRST QUARTER OF THE XXI CENTURY." Pedagogical Sciences, no. 79 (September 19, 2022): 135–41. http://dx.doi.org/10.33989/2524-2474.2022.79.264672.
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The article considers the organizational aspects of leisure activities for children with special educational needs in extracurricular educational institutions during the independence of Ukraine. Based on the analysis of legal documents, review of scientific works of this period, practical experience of activities in the field of extracurricular education, a vision of the content, forms and types of work with the younger generation is formulated. The content of the organization of leisure activities is revealed through a set of principles and functions. The most important principles of organization are the principles of consistency; systematicity; voluntariness; differentiation; availability and quality of leisure services; compliance of leisure services with local conditions; interest; unity of reaction and cognition; common activities; individualization; interdisciplinarity; practicality; visualizations, etc. The main functions of the organization of leisure activities are recreational and entertainment; cognitive and developmental; socially adaptive; communicative; information and educational; game; educational; value-oriented; creative, etc. The characteristics of the organizational structure of management and state regulation of the system of extracurricular educational institutions at different levels of government and taking into account industry characteristics and types of institutions are given. Some extracurricular educational institutions include education, culture and art, physical education and sports, tourism and local lore, health and recreation. It is revealed that the interaction of institutions and establishments of different levels of management of extracurricular education, pupils, parents, pedagogical collectives, separate teachers-organizers is carried out on the basis of partnership. The draft Law of Ukraine on Amendments to Some Laws of Ukraine of April 29, 2021, which proposes a corporate form of ownership, which provides for the conclusion of an agreement between several founders of different forms of ownership on the basis of public-private partnership. It was found that the corporate form of ownership will be able to increase funding for extracurricular educational institutions and improve their resources. It is concluded that the modern system of leisure work in extracurricular education includes extracurricular and extracurricular activities in educational institutions, palaces, centers, houses, libraries, stadiums, theaters, museums, which have permanent clubs, groups, sections, clubs, studios and others. creative associations.
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Roldán-Zafra, Juan, and Carmen Perea. "Math Learning in a Science Museum—Proposal for a Workshop Design Based on STEAM Strategy to Learn Mathematics. The Case of the Cryptography Workshop." Mathematics 10, no. 22 (November 18, 2022): 4335. http://dx.doi.org/10.3390/math10224335.
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In mathematics teaching, great efforts are made, and diverse teaching strategies are employed in order to facilitate students’ learning process. Informal environments have proven to be conducive and motivating spaces for science learning. In particular, science museums can be used as a complement and collaborate in order to leverage each of their strengths to motivate mathematics learning. Educational models give a global explanation to the learning process. Taking into account all these aspects and considering van Hiele’s model as didactic reference, we propose the design of a general workshop that has among its objectives the learning of mathematics. To do this, we start from the three main elements and processes set forth in van Hiele’s model: insight, reasoning levels and learning phases. The insight or student’s competence are formulated through Hoffer’s abilities, and for the development of the activities of the learning phases, the STEAM (science, technology, engineering, art and maths) strategy. Once the general proposal has been made, we use it to design a scientific workshop for learning mathematics about cryptography. Our greatest challenge was in generating activities adapted to the established requirements. It would be interesting, for future works, to design research to evaluate the effectiveness of the proposal presented. Moreover, it would be interesting to develop a proposal for assessing student learning.
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Pablos González, Laura, and Olaia Fontal Merillas. "La accesibilidad en los museos españoles: evaluación de programas de educación patrimonial para personas con TEA." Educatio Siglo XXI 38, no. 1 Marzo-Ju (February 5, 2020): 99–118. http://dx.doi.org/10.6018/educatio.413431.
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A través de este artículo recogemos los resultados de uno de los aspectos abordados en el marco de una investigación -vinculada al proyecto de I+D+I EDU2015/65716-C2-1-R financiado por el Ministerio de Economía, Industria y Competitividad y por los Fondos Feder- desarrollada en torno a la evaluación de programas de educación patrimonial para personas con Trastorno de Espectro Autista (TEA). Este trabajo ha sido realizado en el marco del Observatorio de Educación Patrimonial en España (OEPE), y tiene como objetivo conocer el estado de la accesibilidad en los museos de nuestro país y valorar el tipo de accesibilidad contemplada desde sus propuestas, en el caso de las instituciones que desarrollan programas para el colectivo objeto de estudio. Para ello comenzamos por realizar un análisis cronológico del término que nos sirve para delimitar el concepto y resaltar la importancia del mismo. A continuación presentamos los datos cuantitativos, resultado de la recogida de información realizada a través de los instrumentos empleados en la investigación. Finalmente, y centrándonos en la muestra del estudio, planteamos las conclusiones generadas de la misma en torno a la accesibilidad desarrollada en esos museos que apoyan uno de los principios de nuestro trabajo, que la persona ha de constituir el origen y el fin de cualquier acción educativa. This article reports on the results of one of the aspects studied within a research project funded by the Ministry of Economy, Industry and Competitiveness and by the FederFunds (R+D+I EDU2015/65716-C2-1-R). This project is based on the evaluation of heritage programs for people with Autistic Spectrum Syndrome (ASD). The project was carried out within the Spanish Heritage Education Observatory (SHEO) and aimed to determine the level of accessibility in our museums and evaluate, in the case of institutions that develop programs for this group of people, the type of accessibility included in their proposals. We started by conducting a chronological analysis of the term we used to define the concept and highlighted its importance. Then we presented quantitative data, which were the result of the information gathered via the instruments used in the research. Finally, and focusing on the study sample, we drew conclusions from this information regarding accessibility in the above-mentioned museums. Our results support one of the principles of our work: individuals must constitute the origin and the end of any educational action.