University of New Brunswick
(Fredericton)
Did you know that there are more than 1,500 museums in
Canada? Museums encompass many
disciplines of study, including history, science, nature, and the arts. Their collections range from tangible objects
to intangible ideas, and their methods of presentation range from static
displays to participatory environments.
From a pedagogical point of view, museums present rich
learning environments, where constructed narratives are communicated through
the use of sight, sound, touch, smell, and emotion. Within such narrative constructs, as
Trofanenko and Segall (2014) have pointed out, pedagogy is often positioned “to
assume particular assumptions, perspectives, and views about the world and its
people” (p. 1). In this sense, while
museums can provide powerful sites for learning, they can also be exclusionary
and restrictive.
As teaching tools, museums also present their own
distinct challenges. This is because what
constitutes learning in a museum involves multiple sensory experiences, personal
interaction, and extended learning outcomes that change over time. For this reason, learning in a museum is seldom
immediately apparent or easily assessed (Wertsch, 2002, p. 114; see also Falk
& Dierking, 2000; Kelly, 2011; Wallace-Casey, 2013). Falk and Dierking’s (2013) Contextual Model of Learning, identifies
four broad contexts for analyzing learning in a museum setting: personal,
sociocultural, physical, and temporal. Such
a model also acknowledges (regardless of age or subject discipline) that
“Learning begins with the individual. Learning involves others. Learning takes
place somewhere” (Falk & Dierking, 2002, p. 36), and learning continues
over time (Falk & Dierking, 2013). This model, while reminiscent of constructivist
pedagogy, recognises the complex nature of learning in a museum, and calls for
more robust measures for assessment that extend beyond mere appropriation of a
desired narrative claim.
Researchers have found that while classroom educators may value museums for their pedagogical potential, a number of factors seem to limit their ability to use the resources effectively (Chee, 2006; Levesque, 2006; Marcus et al.,2012). In particular, pre-visit preparation is often very weak, resulting in students arriving with no sense of purpose or objective. In addition, both classroom educators (as well as their students) often assume a passive role in the learning dynamic, acting as empty recipients of pre-packaged information (Chee, 2006; Levesque, 2006; Marcus et al., 2012).
Another important limiting factor is time. Researchers have found that when visiting a
museum, school groups are often hard pressed for time and thus become boxed
into a field trip that is more focussed on logistics than on providing a quality
learning experience (Chee, 2006; Levesque, 2006; Marcus et al., 2012; Wunder,
2002).
Ultimately, however, perhaps the greatest problem
associated with teaching (and learning) in a museum rests with professional
development. This is because, as Marcus
et al. (2012) have noted, while trained educators "may possess expansive
content knowledge in their speciality and an expertise in formal pedagogy; many…
have a more limited knowledge of a museum’s
specific content focus and may have minimal training or expertise about how to
successfully support & incorporate museum visits into their instruction"
(p. 73). To this end, Trofaneneko (2014),
as well as Levesque (2006), and Marcus et al. (2012), have called for a
collaborative approach to museum education, in which museum staff and classroom
educators learn from each other (Marcus et al., 2012, p. 89). Trofanenko (2014) has also proposed that educators
re-consider museums as more than just authoritarian conveyors of the message but rather "places of
practice" (p. 278) where classroom educators and their students can
contribute their own unique perspectives and become active participants in the museum’s
community of inquiry (see also Chee, 2006, p. 13).
In my own dissertation research, I found that by
establishing a museum learning environment that was conducive to historical
inquiry, both students and museum educators became more engaged in critical
analysis of the museum narratives they encountered. In turn, students enjoyed becoming active
participants in the museum’s community of inquiry, and came to realise the
problematic nature of historical inquiry. This finding supports the assertion
that museums have an important pedagogical role to play in enabling students to
critically (re)construct their own narrative interpretations about the past.
Works
cited:
Chee, M. (2006).
Training teachers for the effective use of museums. International Journal of Historical Learning, Teaching and Research,
6 (January), 10-16.
Falk, J., &
Dierking, L. (2013). The museum
experience revisited. Walnut Creek: Left Coast Press.
Falk, J. & Dierking, L. (2002). Lessons without limits: How free-choice
learning is transforming education. Walnut Creek: AltaMira Press.
Falk, J., & Dierking,
L. (2000). Learning from museums: Visitor
experiences and the making of meaning. Lanham: AltaMira Press.
Kelly, L. (2011). Student learning in museums: what do we
know? Report prepared for The Sovereign Hill Museums Association
(Australia).
Leinhardt, G, &
Gregg, M (2000). Burning buses, burning crosses: Student teachers see civil
rights. Museum Learning Collaborative Technical Report # MLC-03 (http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.501.6265&rep=rep1&type=pdf)
Levesque, S. (2006).
Integrating museum education and school history: Illustrations from the RCR
museum and London Museum of Archaeology. International
Journal of Historical Learning, Teaching and Research, 6 (January), 40-47.
Marcus, A., Levine, T., & Grenier, R. (2012). How secondary history
teachers use and think about museums : Current practices and untapped
promise for promoting historical understanding. Theory & Research in Social Education, 40(1), 66-97.
Trofanenko, B.
(2014). On the museum as a practised place: Or, reconsidering museums and
history education. In R. Sandwell & A Von Heyking (Eds.) Becoming a history teacher: Sustaining
practices in historical thinking and knowing (pp. 269-282). Toronto:
University of Toronto Press.
Trofaneneko, B. &
Segall, A. (Eds.) (2014). Beyond
pedagogy: Reconsidering the public purpose of museums. Rotterdam: Sense
Publishers.
Wallace-Casey, C.
(2013). What does learning look like in a history museum? Antistasis, 3(1), 19-22.
Wertsch, J. (2002).
Epistemological issues about objects. In S. Paris (Ed.) Perspectives on object-based learning in museums (pp. 113–120).
Mahwah, NJ: Lawrence Erlbaum Associates.
Wunder,
S. (2002). Learning to teach for historical understanding: Preservice teachers
at a hands-on museum. The Social Studies,
94, 159-163.
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