Relevant bibliographies by topics / MUSEUM'S EDUCATION

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'MUSEUM'S EDUCATION'

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Published: 24 April 2022

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Journal articles on the topic "MUSEUM'S EDUCATION"

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Franco Caballero, Pablo Daniel, and Francisco José García Aguilera. "Evaluation for QR codes in environmental museums." Global Journal of Information Technology: Emerging Technologies 9, no. 2 (2019): 29–32. http://dx.doi.org/10.18844/gjit.v9i2.4268.

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The continued use of digital devices, such as smartphones and tablets, has substantially changed the way we communicate and acquire knowledge. Museums are a key element in our society and a source of culture. Updating the method of transmission of museum culture is needed, so technologies related to the Internet have been integrated into the exposed elements. One of the most widespread methods among innovation trends in museums is the use of Quick Response (QR) codes for the transmission of additional information to the exposed elements. The case of the Alborania Museum, being a museum of environmental education, has live animals in veterinary treatment, so the information on the available animals is constantly changing. Establishing posters would have an environmental impact that is against the museum's ethics, so QRs are the best way to present dynamic content with low environmental impact. This article proposes an evaluation of an educational innovation project in the Alborania Museum of Malaga through the Contribution Analysis, in order to verify the value of QR codes as an improvement in the transmission of environmental education. The results show a very good acceptance and usability in this museistic context. The conclusions of this study are relevant to the optimisation of environmental museum information.
 Keywords: QR code, museum, evaluation, contribution analysis, ICT, environmental education.
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Borges, Priscila Lopes d'Avila. "Museu Imperial: narrar entre as reticências da memória e as exclamações da História." Revista Discente Ofícios de Clio 5, no. 8 (2020): 187. http://dx.doi.org/10.15210/clio.v5i8.19023.

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O presente trabalho propõe a análise dos discursos produzidos na visita guiada do Museu Imperial (Petrópolis-RJ), bem como o estudo de elementos materiais da exposição permanente da instituição. A composição hegemônica formulada pelo museu, como retrato da sociedade oitocentista, promove silenciamentos ensurdecedores acerca de temas sensíveis da história do Brasil, restringindo a percepção dos visitantes. O artigo indica alguns desafios do uso pedagógico de museus históricos. Em seguida, apresenta dados coletados em visitas observadas em pesquisa de campo, entre os anos de 2017 e 2018, com o objetivo de esclarecer a natureza hegemônica das narrativas do setor educativo e da exposição permanente do museu. Finalmente, aborda dificuldades cognitivas do público escolar, decorrentes da atual relação social com o tempo, no uso do patrimônio material e memória coletiva reforçada por museus históricos, superando as fronteiras expográficas.Palavras-chave: Ensino de história; Museus históricos; Educação museal; Museu Imperial.Abstract The present article proposes an analysis of the speeches produced in the guided tour of the Museu Imperial (Petrópolis-RJ), as well as the study of the material elements of the permanent exhibition of the institution. The hegemonic composition formulated by the museum, as a portrait of 19th century society, promotes deafening silences about sensitive themes in the history of Brazil, restricting the perception of visitors. The article indicates some challenges of the pedagogical use of historical museums. After that, it presents some data collected in visits observed in field research, between the years 2017 and 2018, in order to clarify the hegemonic nature of the narratives of the museum's educational sector and permanent exhibition of the museum. Finally, it approaches cognitive difficulties of the school public arising from the current social relationship with time, in the use of material patrimony and collective memory reinforced by historical museums, overcoming expographic boundaries.Keywords: History teaching; Historical museum; Museum education; Museu Imperial.
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Kulikova, E. B. "The history of transport education in the exhibits of the Museum of the Russian University of Transport." Transport Technician: Education and Practice 2, no. 3 (2021): 347–52. http://dx.doi.org/10.46684/2687-1033.2021.3.347-352.

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One of the oldest transport universities in the country — the Russian University of Transport (RUT (MIIT)) — is 125 years old. The history of the university and transport education in general is reflected in the expositions of the university museum.The main historical periods of the development of the museum, starting from 1896, are noted: tsarist Russia, the soviet period until the Great Patriotic war of 1941-1945, the war and post-war years, the post-soviet period.The RUT Museum (MIIT), being the same age as the university, today is one of the oldest museums in Moscow. The collections of items collected in its funds are striking in their diversity and uniqueness. The museum has over 12,000 items, 7,000 of which are on permanent display for visitors. All cultural heritage sites are inextricably linked with the rich history of the university and the history of Russia. Most of the museum's collection is traditionally collected thanks to the help and support of the university staff, as well as its graduates from different years, who honor the traditions of the Alma mater and carefully preserve the history of the university for posterity.Taking into account the specifics of the museum, it is obvious that the number and themes of its expositions will only expand over time, which means that it will not lose its relevance for a very long time and will be of interest to guests of all ages and professions.
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Dapena-Tretter, Antonia, and Eloise Pelton. "African Art at the Kreeger Museum: Validating a Collection and Its Historic Stakeholders." Collections: A Journal for Museum and Archives Professionals 14, no. 1 (2018): 63–93. http://dx.doi.org/10.1177/155019061801400104.

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Written by The Kreeger Museum's former head of education and its founding archivist, this article looks closely at provenance and makes use of primary source documents and photographs to relive the rich story of how The Kreeger Museum's African art collection came to be. A detailed account of the negotiations, communications, transactions, and circulations of people, objects, and ideas—the following narrative offers an interesting case study into the early European and American art collectors' circuit.
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Han, Liu, and Yang Cui. "The application of virtual reality technology in museum exhibition ——Take the Han Dynasty Haihunhou Ruins Museum in Nanchang as an example." E3S Web of Conferences 236 (2021): 04045. http://dx.doi.org/10.1051/e3sconf/202123604045.

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The opening of the Haihunhou Relics Museum of The Han Dynasty in Nanchang showcases the largest, best-preserved and most abundant legal-marquis tombs of the Han Dynasty discovered in China, and exhibits the historical sites and precious cultural relics of the Han Dynasty in an undamaged manner. The tomb of Haihunhou reflects the splendid civilization of an era, which is of great significance to the study of Chinese politics, economy and culture in han Dynasty. The display of the Han Dynasty Haihunhou Ruins Museum in Nanchang also represents the display level of today's China. Nowadays, people are more and more interested in and want to visit ancient relics. However, it is difficult for traditional museums to display ancient relics and visitors cannot understand the historical stories behind them. With the development of contemporary science and technology and virtual reality technology, museum exhibits more tends to digital, intelligent technology, through the cultural relics of the display of virtual reality technology, brings to the sea faint principality of nanchang han dynasty ruins museum different presentation, more fully play of the museum's education value and historical responsibility.
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Rybak, Kirill E. "System Principles and Museum Law." Observatory of Culture, no. 1 (February 28, 2014): 26–37. http://dx.doi.org/10.25281/2072-3156-2014-0-1-26-37.

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Considers the specificity of system-wide principles in the legislation of the Russian Federation on culture, in particular, the museum business. Since the relations in the sphere of culture are multifaceted and permeate many areas of human activity that are in contact with the culture, the implementation of the principles of the system can be traced in relation to the museum's activities and, consequently, to comprehensive education in law - the museum law, including in relation to the principle of hierarchy in the allocation of government in the field of culture. In addition, the corruption expertise institution is analyzed, through which the testing of novels in Russian legislation, including legislation on culture, in particular, the museum business is being done
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이현경. "Case Study of Early Design Education in Advanced Countries and Design Museum's Design Education Programs." Journal of Korea Design Forum ll, no. 56 (2017): 27–35. http://dx.doi.org/10.21326/ksdt.2017..56.003.

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Sousa do Nascimento, Silvania. "The human body on Exhibit: promoting socio-cultural mediations in a science museum." Journal of Science Communication 07, no. 04 (2008): C05. http://dx.doi.org/10.22323/2.07040305.

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This paper discusses three mediation concept approaches and, consequently, three facets of mediator action. The approaches presented start with a bibliographical review of the concept of mediation present in education and scientific communication studies. These approaches serve as a basis for interpreting a semi-directive interview with the director of the Museum of Morphological Sciences of the Federal University of Minas Gerais (UFMG). They also help us reflect on the complexity of organizing the objectives of a museum action that takes into account the transformational role of the meaning of objects in interaction with different socio-cultural subjects. In conclusion, the museum's purpose in organizing a museum action using socio-cultural mediation approach and with the mediator as a passeur libre among exhibit objects and visitors is highlighted.
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Sizova, Irina A. "Museum as an Active Participant in Continuing Education." Vestnik Tomskogo gosudarstvennogo universiteta, no. 464 (2021): 225–31. http://dx.doi.org/10.17223/15617793/464/25.

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The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.
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Bogdanova, N. V., N. M. Borgest, S. A. Vlasov, and D. S. Glibotsky. "Ontology of designing of a contemporary field-specific university museum." Ontology of Designing 11, no. 3 (2021): 320–38. http://dx.doi.org/10.18287/2223-9537-2021-11-3-320-338.

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The work is devoted to the development of the concept of a contemporary field-specific museum on the example of the Museum of Aviation and Cosmonautics of Samara University. The rapid development of the Kuibyshev Aviation Insti-tute, and later the Samara National Research University named after academician S.P.Korolev identified the need to improve not only the expositions of the museum, but also to propose a new concept of the museum, to greatly expand its role and significance in external relations, in education and in scientific activity. The design of the museum concept was based on the ontological approach. The analysis of the legal framework of museum activities in the Russian Federa-tion is carried out, the views of philosophers and historians on the concept of the museum are presented, the practice of designing modern museums, and the features of specialized, and in particular, university museums are considered. The authors propose to include a virtual tour of the locations that previously independently existed at the university, and are used in the educational process. These are: a training aerodrome where the samples of aviation equipment are presented; Europe's largest Center for the History of Aircraft Engines, aircraft class and equipment class; Museum of the history of KuAI-SSAU. On the one hand, it is important to maintain continuity in the museum's expositions, and on the other hand, it is significant to offer innovative solutions that will be in demand by a potential consumer and the target audi-ence. It is proposed to focus on the museum of the future, on the widespread use of information technologies, the presentation of new and future projects, on the expansion of the volume of thematic material through QR codes, which allow visitors to supplement audio and video materials. Equipping the museum with bilingual audio guides and basic inscriptions is an indisputable requirement for a modern museum. Cool and original lighting, moving models and exhib-its, flying drones and flies, the use of virtual and augmented reality technologies, as well as a relaxation zone in the form of an aircraft cabin will make it possible to achieve the desired impression among visitors about the university of the future.
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Dissertations / Theses on the topic "MUSEUM'S EDUCATION"

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Lourenço, Márcia Fernandes. "Materiais educativos em museus e sua contribuição para a alfabetização científica." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30012018-143242/.

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As discussões atuais sobre alfabetização científica indicam um consenso de que ela é um processo que ocorre por toda a vida do indivíduo em vários espaços de educação. Os museus cumprem um importante papel na educação dos indivíduos fora do ambiente escolar e ao longo da vida. Estas instituições oferecem uma série de atividades educativas com a intenção de aproximar e melhorar a percepção pública sobre ciência. Dentre estas atividades, está a produção e utilização de materiais educativos. O objetivo geral desta pesquisa é: investigar como/se os materiais utilizados nas diversas ações educacionais e culturais realizadas pelos museus contribuem para o processo de alfabetização científica do público. O trabalho foi realizado no Parque Zoológico Municipal Quinzinho de Barros, Sorocaba, SP analisando 27 materiais produzidos pela instituição e a interação de um deles com o público escolar visitante. Os materiais consistem em objetos tridimensionais (animais e plantas conservadas, modelos e réplicas). Para a coleta e análise dos dados utilizamos metodologia qualitativa e quantitativa com diversos procedimentos que nos permitiram triangular os dados para conferir maior credibilidade à pesquisa. Para a análise dos dados utilizamos a ferramenta teórico-metodológica desenvolvida por Cerati (2014), Rocha (2016) e Oliveira (2016), que propuseram indicadores e atributos para avaliar processos e produtos desenvolvidos em museus. Os resultados revelaram que, sob o ponto de vista da intenção da produção dos materiais educativos, eles contribuem para a alfabetização científica com a identificação de todos os indicadores (científico, interface social, institucional e estético/afetivo/cognitivo), assim como 11 dos 16 atributos de alfabetização científica. A interação do público com 1 dos materiais (mochila de curiosidades) mostrou a presença de 2 indicadores e 4 atributos. Concluímos que os materiais contribuem para a alfabetização científica do público, mas que estes poderiam incluir a abordagem de aspectos relacionados com a relevância da instituição, do pesquisador e da própria ciência, atributos pouco identificados durante a análise.<br>Current discussions about scientific literacy have shown a consensus that this is a continuous process that occurs during individuals lifetime, in different education facilities. Museums play an important role in education out of school environment and along life. Such institutions provide a number of educative activities aiming to approach and to improve awareness about science. Among them is the production and use of educational materials. The general objective of this research is to investigate how/if these materials used in the various museums educational and cultural actions contribute to the process of public scientific literacy. This research was conducted in Parque Zoológico Municipal Quinzinho de Barros, located in the city of Sorocaba, São Paulo state. Twentyseven materials produced by this institution were analyzed, particularly the interaction between one of these materials and the visiting students audience. These materials consisted of tridimensional objects - specimens of preserved animals and plants, models and casts. For data collection and analysis we used quantitative and qualitative methodology, combining different procedures for data triangulation. We used a theoretical-methodological instrument developed by Cerati (2014), Rocha (2016), and Oliveira (2016), who proposed indicators and attributes to evaluate processes and products developed by museums. Our results have shown that, considering the intention of educative materials producing, they contribute for scientific literacy, considering the recognition of all indicators (scientific, social interface, institutional, and aesthetic/affective/cognitive), as weel as 11 of the 16 attributes of scientific literacy. The interaction between the audience with one of the materials (named curiosities bag) has showed the presence of 2 indicators and 4 attributes. Our conclusion is that these materials contribute for the audience scientific literacy, but on aspects like institution, researcher and science relevance - which appear very discreetly in the analysis - could receive more attention during their development.
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Din, Herminia Weihsin. "A history of children's museums in the United States, 1899-1997: implications for art education and museum education in art museums." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247850292.

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Din, Herminia. "A history of children's museums in the United States, 1899-1997 : implications for art education and museum education in art museums /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204279663.

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McCarthy, Meredith. ""It's Always Ourselves We Find in the Sea" maritime museums and education at Independence Seaport Museum /." Diss., Connect to the thesis, 2004. http://thesis.haverford.edu/70/01/2004McCarthyM.pdf.

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Vilidiridis, Denny. "Museum educators' personal theories of teaching : a multi-case study." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:909f637c-5db8-4cb3-b886-9301aa670241.

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This multi-case study creates a better understanding of the relationship between four museum educators' personal theories of teaching and their practice in university museums. The question that frames this study is, "How, in a university museum setting, do museum educators' personal theories of teaching relate to their educational practices?" The aim was to produce an account of museum educators' personal theories and practices in university museums and interrogate what factors may influence the relationship between the two. While there is some literature about the personal theories and practices of museum educators, no studies have been found that examine museum educators working in university museums in the United Kingdom. This study addresses this gap by exploring four museum educators' personal theories and practices in three museum educational programmes in two university museums in a university city. This study is positioned within a qualitative tradition. Data for this study was collected using semi-structured interviews and observations. In total four pre-interviews, 24 observations and 24 post-interviews were conducted with four museum educators in two university museums in a UK city. Thematic analysis was the approach taken for the analysis of each case study. Findings in relation to the museum educators' personal theories suggest that there were important similarities in the museum educators' personal theories. All the museum educators' personal theories consisted of elements relative to knowledge, learning and learners, and the facilitation of a positive learning environment. The museum educators' personal theories of teaching relative to the nature of knowledge, learning and learners, varied per the discipline of the museum they taught in. It was found that personal theories were influenced by the museum educators' shared background as former school teachers and, for some, their accumulated experience teaching in university museum settings. Thus, they tend to foster educational settings with characteristics typical of formal learning environments. The key finding in relation to the research question of this study, is that in a university museum setting, the personal theories of teaching of the museum educators were often aligned with their practices; in some cases, they were not. Whether the museum educators could align their practices with their personal theories of teaching appeared to depend on the sociocultural context they worked in. Despite, as previously noted, similarities in the four personal theories of teaching (i.e. relative to knowledge, learning and learners and the facilitation of a positive learning environment), there were differences in how these were translated into practice by each museum educator. This research contributes to the field of museum education by: i) enhancing our understanding of museum educators' personal theories of teaching and practice in university museums; ii) providing fresh insights into the relationship between the personal theories of teaching and practice of museum educators working in university museums and; iii) adding to our understanding of the breadth of learning environments in museum education. The findings of this study are significant because they enrich the empirical knowledge and understanding of museum educator teaching in university museums. This study provides insights that may benefit the training and professional development of museum educators in university museums.
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Moreira, Antonia Camila Alves. "O museu na escuta - a experiência na formação de educadores." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5681.

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Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-06-09T18:44:48Z No. of bitstreams: 2 Dissertação - Antonia Camila Alves Moreira - 2016.pdf: 1327251 bytes, checksum: 940c47c37b17cbaa43f2f815c8d5a6b9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-10T13:09:50Z (GMT) No. of bitstreams: 2 Dissertação - Antonia Camila Alves Moreira - 2016.pdf: 1327251 bytes, checksum: 940c47c37b17cbaa43f2f815c8d5a6b9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Made available in DSpace on 2016-06-10T13:09:50Z (GMT). No. of bitstreams: 2 Dissertação - Antonia Camila Alves Moreira - 2016.pdf: 1327251 bytes, checksum: 940c47c37b17cbaa43f2f815c8d5a6b9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-01<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>In this reserach, the axis of discussion is the Art Museum Educator Formation. From the shared experience of Museum Studies Group, Museum in listen, and guided by the action-research principles, the research paths intertwine, intermingle and unfold on my journey of educator-researcher, in perspective of the experiences of participants of/in research - between conversations and listenings, and in line with the reflections on the role of education in exhibition spaces and art museums. The main objective of the research was to establish listening process between educators and concerned about Education in Museums, in order to build arguments on the concept of experience at the Art Museum Educator Formation and also on the role of Visual Culture in the process of formation. The Studies Group added Art Course undergraduate students and related areas, the Federal University of Goiás (UFG), and its activities developed in meetings at the Cultural Center of UFG, from period of September to December 2014.<br>Nesta pesquisa, o eixo de discussão é a Formação de Educadores de Museus de Arte. A partir da experiência compartilhada no Grupo de Estudos Museu na Escuta e orientados pelos princípios da pesquisa-ação, os caminhos de investigação entrelaçam, imbricam e se desdobram sobre o meu percurso de educadora-pesquisadora, em perspectiva das experiências dos participantes da/na investigação – entre conversas e escutas, e em consonância com as reflexões sobre o papel da Educação em espaços expositivos e Museus de Arte. O objetivo central da pesquisa foi instaurar processos de escuta entre Educadores e interessados sobre Educação em Museus, com o propósito de construir argumentos sobre o conceito de experiência na Formação de Educadores de Museus de Arte e também sobre o papel da Cultura Visual nesse processo de Formação. O grupo de estudo agregou estudantes de graduação do curso de Artes e áreas afins, da Universidade Federal de Goiás (UFG), e suas atividades desenvolveram-se em reuniões no Centro Cultural UFG, no período de setembro a dezembro de 2014.
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Wise, Emily D. "Development Strategies of Historic House Museums." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1216866930.

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Cook, Bettye Alexander. "A Chronological Study of Experiential Education in the American History Museum." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5190/.

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This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, examples of experiential learning, and multicultural activities are detailed. Then findings are discussed by patterns of delivery: sensory experiences, actions as diversion and performance, outreach of traveling trunks and of organized activity, crafts as handwork and as skills, role-playing, simulation, hands-on museum work, and minor patterns. The decline of involvement of citizens in the civic and cultural life of the community has adversely affected history museums. Experiential learning can stop this trend and transform museum work, as open-air museums and the National Park Service have demonstrated. In the future history museums may include technology, a more diverse audience, and adults in its experiential educational plans to thrive. Further research is needed on evaluation, finances, and small museums.
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Coldiron, Marly E. "Cultivating Creativity: The Columbus Museum of Art and the Influence of Education on Museum Operation." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429176568.

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Tanner, Alison. "Developing a strategic plan for the National Cowgirl Museum and Hall of Fame education program." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-12152006-142449/unrestricted/tanner.pdf.

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Books on the topic "MUSEUM'S EDUCATION"

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Museum Education Colloquium (3rd 1995 Waterloo, Ont.). Museums educate: Third Museum Education Colloquium Proceedings. Ontario Museum Association, 1996.

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Hakhoe, Han'guk Pangmulgwan Kyoyuk, ed. Han'guk pangmulgwan kyoyukhak: Museum education in Korea. Munŭmsa, 2010.

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The design of educational exhibits. 2nd ed. Allen & Unwin, 1988.

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Miles, Roger S. The design of educational exhibits. 2nd ed. Routledge, 2001.

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Hughes, Catherine. Museum theatre: Communicating with visitors through drama. Heinemann, 1998.

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1951-, Grusin Sarah, ed. Where's the me in museum: Going to museums with children. Vandamere Press, 1989.

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Royal Ontario Museum. Continuing Education Task Force. Connections: Continuing education at the Royal Ontario Museum : the interim final reports of the Continuing Education Task Force of the Royal Ontario Museum. Royal Ontario Museum, 1986.

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Diamond, Judy. Practical evaluation guide: Tools for museums and other informal educational settings. AltaMira Press, 1999.

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American Association for State and Local History., ed. Practical evaluation guide: Tools for museums and other informal educational settings. AltaMira Press, 1999.

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Diamond, Judy. Practical evaluation guide: Tool for museums and other informal educational settings. 2nd ed. AltaMira PRess, 2009.

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Book chapters on the topic "MUSEUM'S EDUCATION"

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McManus, Paulette M. "Museums." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_301.

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McManus, Paulette M. "Museums." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_301-2.

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Carlini, Alessandra. "Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_21.

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AbstractThis document presents the results of architectural design and prototyping of educational kits within the museum context, two case studies featuring a combination of digital technologies and unplugged processes. The field of application is cultural heritage and the topics are part of school curricula. The first case study is a museum display of digital video installations and educational kits that reproduce mechanisms of symmetry from patterned flooring (“www.formulas.it” laboratory, Department of Architecture, Roma Tre University and Liceo Scientifico Cavour” high school). The second case concerns the setting up of a school fab lab in which 3D-printed prototype educational kits are made for schools and museums in Rome, in partnership with the Municipality of Rome and the Ministry of Cultural Heritage and Activities (General Directorate for Education and Research). The cases involve professional, research and didactic experiences which led to funding-supported projects. The experiences showcase good practices in informal and cooperative learning, and highlight the relationship between education and popularization that draws on our architectural heritage.
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Kamba, Nobuyuki. "Education and Disseminate." In Conservation Practices in Museums. Springer Japan, 2022. http://dx.doi.org/10.1007/978-4-431-56910-7_6.

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Nikonanou, Niki, and Alexandra Bounia. "Digital Applications in Museums: An Analysis from a Museum Education Perspective." In Research on e-Learning and ICT in Education. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6501-0_13.

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Raza-Paredes, P., E. Narváez-Marcillo, and D. Leiva-Cruz. "Open Museums During the International Museum Day, Measuring Participants Experience." In Technology, Sustainability and Educational Innovation (TSIE). Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_38.

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van den Dungen, Peter. "Peace Museums and Public Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-532-7_587-1.

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Kloetzer, Laure, Julia Lorke, Joseph Roche, Yaela Golumbic, Silvia Winter, and Aiki Jõgeva. "Learning in Citizen Science." In The Science of Citizen Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_15.

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AbstractCitizen science is a promising field for educational practices and research. However, it is also highly heterogeneous, and learning happens in diverse ways, according to project tasks and participants’ activities. Therefore, we adopt a sociocultural view of learning, in which understanding learning requires a close analysis of the situation created both by the project tasks and the dynamics of engagement of the participants (volunteers, scientists, and others). To tackle the complexity of the field, this chapter maps learning in citizen science into six territories, according to where learning might take place: formal education (schools and universities); out-of-school education (science and nature clubs, summer camps, outdoor education, etc.); local and global communities (neighbourhood associations, activist associations, online communities, etc.); families; museums (science museums, art museums, zoos, and botanic gardens); and online citizen science. For each territory, we present key findings from the literature. The chapter also introduces our six personal journeys into the field of learning and citizen science, displaying their variety and the common lessons, challenges, and opportunities. Finally, we present four key tensions arising from citizen science projects in educational settings and look at training different stakeholders as a strategy to overcome some of these tensions.
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Brunelli, Marta. "Il museo della scuola come luogo di sperimentazione di percorsi di Public History: il caso del Museo della Scuola «Paolo e Ornella Ricca» dell’Università di Macerata." In Studi e saggi. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.17.

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Public historians have definitively recognized the crucial role that museums – on par with libraries, archives, schools as well as media, cultural and tourism industry, and «all other sectors where the knowledge of the past is required to work with different audiences» (AIPH, The Italian Public History Manifesto, 2018) – can play for the development of Public History practices. In this scenario, historians of education do well know the potential that is locked up inside the historical-educational museums too. A potential that, especially in university museums, can improve academic teaching quality, promote innovative research and, finally, foster cultural and social empowerment of communities.
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Simandiraki-Grimshaw, Anna. "Museum Education and Archaeology." In Encyclopedia of Global Archaeology. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-51726-1_2995-1.

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Conference papers on the topic "MUSEUM'S EDUCATION"

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Minasian, Vartan Vachaganovich, Natalia Aleksandrovna Nasonova, Nadezhda Aleksandrovna Ilicheva, and Evgenii Vladimirovich Belov. "Museum pedagogy as part of the teaching activities of the higher education teacher." In All-Russian Scientific and Practical Conference. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21479.

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The authors of the article suppouse that one of the most fundamental and most difficult subjects for studying in the first year of medical schools is human anatomy. It is believed that the great importance in human anatomy teaching is the stimulation of intellectual activity of students. To visualize the various sections of this subject, the museum of the department of human anatomy is used. The museum's expositions are built in such a way that they help the trainees comprehend each of the topics offered under the subject program.
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Avdeeva, Natalya V., and Yu V. Minkina. "Ecological education of schoolchildren at the natural sciences museums." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-33-35.

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Various approaches toward ecological education of schoolchildren using the resources of museums (Darwin Museum, MSY Zoological Museum, Moscow Zoo, MSU Agriculture Museum, K. Timiryazev Biological Museum) are discussed. The ecological approach makes the founding principle of structuring displays and research and educational activities of the museums of the natural sciences. Their educational environment provides support for personal creative development, for educating ethical principles of social behavior and attitudes toward nature.
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Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.

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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.
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Yang, Peirui. "Public Archaeology and Museum: A Humanistic Education." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.008.

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ABSTRACT In recent years, museum education has become a popular way, not only the various public education activities of the museum, but also the opening of archaeological sites for public participation. And this kind of education not only improves the humanities education, but also improves the degree of public participation in archaeology, making archaeology public. In this context, explore the possibility of collaboration between public archaeology and museums, and the diversity of humanistic education. KEYWORDS: public archaeology, museum education, humanities education, educational diversity, archaeological teaching methods
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Patrașcu, Dumitru. "The development of scientific thinking through museum pedagogy: perspectives and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p36-38.

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This article represents a theoretical study which emphasizes the importance of some educational concepts, which contributes to the developing of scientific thinking through museal pedagogy. There are described some ideas of researches within the field, underlining perspectives and strategies of museum education, meant to ease the developing of scientific thinking of educable via resources offered by museums.
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Ásványi, Katalin, Zsuzsanna Fehér, and Melinda Jászberényi. "THE CRITERIA FRAMEWORK FOR SUSTAINABLE MUSEUM DEVELOPMENT." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.3.

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Purpose –The purpose of this study is to identify the criteria for sustainable museums found in reference literature and specified in our research, and to suggest guidelines for museums to follow. Methodology –In our primary research, the criteria for a sustainable museum were interpreted along four pillars, for which in-depth expert interviews were conducted with Hungarian museum professionals. Semi-structured interviews were used to explore the viewpoints, expectations, and perceptions of museum staff. Findings – In terms of environmental sustainability, Hungarian contemporary museums place less emphasis on making the museum building itself more sustainable. However, it is worthwhile for institutions that have long-term plans to become more and more eco-friendly. The issue of economic sustainability is the most problematic for Hungarian museums, which can be greatly improved with an active support community that helps museums either through volunteer work or financially. From a social point of view, one of the most important tasks of museums is to ensure equal opportunities, to reach the widest possible range of people, which is facilitated if the museum can function as a community space that adequately involves museum visitors and if it continuously strengthens its role in education. In terms of cultural sustainability, the responsibilities of museums are collection management, maintaining quality, and artistic vitality. Contribution – We conceptualize and provide a framework for sustainable museums. Through our research, we have contributed to broadening the theoretical background of sustainable museums from the perspective of contemporary art museums.
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Güner, Atiye, and İsmail Erim Gülaçtı. "The relationship between social roles of contemporary art museums and digitalization." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p77.

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This paper was adapted from the author’s PhD dissertation named “The Effects of Digitalization on Contemporary Art Museums and Galleries”. The digital age has started with the digitalization of information and information communication. The digitalization processes that accelerated with the rapid developments in information and communication technologies have deeply affected museums. Museums are information-based organizations, their primary functions are to protect and spread information. Digitalized information and information communication have obligated contemporary art museums to follow digitalization processes. In this process, technological convergence is another factor that accelerates digitalization of contemporary art museums. ICOM has defined a contemporary museum as a polyphonic platform including participatory, inclusive and democratizing elements. When all these concepts are considered, the importance of communication between museum-community becomes apparent. Today, contemporary art museums have taken communication to their focal points. Museum-society communication is experienced in contemporary art museums through artistic activities as well as institution's communication-oriented strategies. Contemporary art activities using digital technologies and multimedia technologies generally require audience participation. Global access and various digital platforms provide the society with equal access to museums and art events, as well as making the arts of various countries and identities more visible. In the field of education, contemporary art museums develop projects by cooperating with various institutions. The effective use of digital platforms and institutional pages serves as a catalyst in the realization of these roles that museums undertake. Innovations in information and communication technologies accelerate the digitalization processes and serve as a mediator in maintaining the social roles of museums. For example, it can be said that technological convergence increases the number of museum visitors, therefore, it is the mediator of the social roles of museums. Technologies such as virtual reality, augmented reality and artificial intelligence, which are used in exhibition design in museums, require audience interaction. Digital art based on digital technology takes its place in contemporary art museums. In this study, it was aimed to reveal that social roles undertaken by contemporary art museums, such as participatory, inclusive, democratizing and polyphonic roles, are closely related to the digitalization of institutions and that digitalization acts as a catalyst for these roles.
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Ozretić Došen, Đurđana, Emanuela Cvetinović, and Tanja Komarac. "MARKETING OF RIJEKA MUSEUMS: CURRENT PRACTICES AND FUTURE DIRECTIONS." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.37.

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Purpose – The paper is dedicated to the marketing of Rijeka museums. It presents the research that encompassed a) museum professionals’ marketing knowledge and skills and their implementation in practice b) core and additional services offered by museums c) museum professionals’ opinions and attitudes about the new trends in museum marketing. Methodology – Exploratory research was conducted. Data for the theoretical foundations were collected from secondary scientific sources and by searching the websites, social networks, and promotional materials. Qualitative research in the form of in-depth, semi-structured personal interviews with key informants was performed to collect primary data. Findings – The level of familiarity with the services marketing in Rijeka museums was low, pointing to a lack of marketing professionals. Nevertheless, the need for marketing was recognised, and museums were striving to implement some generic marketing activities. The core services (exhibitions and/or collections of materials) showed predominant product orientation, with insufficient orientation on a visitor. Opinions and attitudes of interviewees on museum marketing trends were positive. However, museums could not include new content despite wishes due to the lack of capacity. Furthermore, the legal frame prevented expanding the offer of a souvenir shop. Contribution – Although the research was conducted before the onset of the pandemic, the paper provides theoretical insights and practical suggestions, which could help academics and professionals to understand better and deal with the potential opportunities and threats in museum marketing in the dramatically changing environmentns.
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Hartmann, M., and S. E. Tshernyshev. "EDUCATIONAL AND SCIENTIFIC PERSPECTIVES OF NATURAL HISTORY MUSEUMS IN GENERATION OF NATURAL HERITAGE KNOWLEDGE AND PRESERVATION OF BIOLOGICAL DIVERSITY VOUCHERS." In V International Scientific Conference CONCEPTUAL AND APPLIED ASPECTS OF INVERTEBRATE SCIENTIFIC RESEARCH AND BIOLOGICAL EDUCATION. Tomsk State University Press, 2020. http://dx.doi.org/10.17223/978-5-94621-931-0-2020-49.

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Natural History Museums continue to play a significant role as centres for educational and scientific activity of society; as new types of research potentially evolve in the future, the importance of such Museums does not diminish but only increases. The educational and scientific perspectives of natural history museums in generating knowledge of natural heritage and preserving biological diversity vouchers, have great importance and will be in increasing demand at the nearest future. All scientists working on natural profiles and environmental change are strongly recommended to pay special attention to Museum collections, visit them and help their progress to any extent possible.
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Shelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.
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Reports on the topic "MUSEUM'S EDUCATION"

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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Shubinski, R. [Energy education exhibits for Insights El Paso Science Museum]. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/639730.

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Marcketti, Sara B., and Janet E. Fitzpatrick. Correcting misperceptions: Strategies for attracting and educating a reluctant audience to a museum of textiles and clothing. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-618.

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Levochkina, N. A. Lecture course for distance learning "Museum management" (training course: 43.03.02 "Tourism", 51.03.04 "Museology and protection of objects of cultural and natural heritage", level of higher education - bachelor's degree). Science and Innovation Center Publishing House, 2016. http://dx.doi.org/10.12731/levochkina.01112016.22234.

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Martin, Kathi, Nick Jushchyshyn, and Claire King. Christian Lacroix Evening gown c.1990. Drexel Digital Museum, 2017. http://dx.doi.org/10.17918/wq7d-mc48.

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The URL links to a website page in the Drexel Digital Museum (DDM) fashion image archive containing a 3D interactive panorama of an evening gown by French fashion designer Christian Lacroix with related text. This evening gown by Christian Lacroix is from his Fall 1990 collection. It is constructed from silk plain weave, printed with an abstract motif in the bright, deep colors of the local costumes of Lacroix's native Arles, France; and embellished with diamanté and insets of handkerchief edged silk chiffon. Ruffles of pleated silk organza in a neutral bird feather print and also finished with a handkerchief edge, accentuate the asymmetrical draping of the gown. Ruching, controlled by internal drawstrings and ties, creates volume and a slight pouf, a nod to 'le pouf' silhouette Lacroix popularized in his collection for Patou in 1986. Decorative boning on the front of the bodice reflects Lacroix's early education as a costume historian and his sartorial reinterpretation of historic corsets. It is from the private collection of Mari Shaw. The panorama is an HTML5 formatted version of an ultra-high resolution ObjectVR created from stitched tiles captured with GigaPan technology. It is representative the ongoing research of the DDM, an international, interdisciplinary group of researchers focused on production, conservation and dissemination of new media for exhibition of historic fashion.
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Chriscoe, Mackenzie, Rowan Lockwood, Justin Tweet, and Vincent Santucci. Colonial National Historical Park: Paleontological resource inventory (public version). National Park Service, 2022. http://dx.doi.org/10.36967/nrr-2291851.

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Colonial National Historical Park (COLO) in eastern Virginia was established for its historical significance, but significant paleontological resources are also found within its boundaries. The bluffs around Yorktown are composed of sedimentary rocks and deposits of the Yorktown Formation, a marine unit deposited approximately 4.9 to 2.8 million years ago. When the Yorktown Formation was being deposited, the shallow seas were populated by many species of invertebrates, vertebrates, and micro-organisms which have left body fossils and trace fossils behind. Corals, bryozoans, bivalves, gastropods, scaphopods, worms, crabs, ostracodes, echinoids, sharks, bony fishes, whales, and others were abundant. People have long known about the fossils of the Yorktown area. Beginning in the British colonial era, fossiliferous deposits were used to make lime and construct roads, while more consolidated intervals furnished building stone. Large shells were used as plates and dippers. Collection of specimens for study began in the late 17th century, before they were even recognized as fossils. The oldest image of a fossil from North America is of a typical Yorktown Formation shell now known as Chesapecten jeffersonius, probably collected from the Yorktown area and very likely from within what is now COLO. Fossil shells were observed by participants of the 1781 siege of Yorktown, and the landmark known as “Cornwallis Cave” is carved into rock made of shell fragments. Scientific description of Yorktown Formation fossils began in the early 19th century. At least 25 fossil species have been named from specimens known to have been discovered within COLO boundaries, and at least another 96 have been named from specimens potentially discovered within COLO, but with insufficient locality information to be certain. At least a dozen external repositories and probably many more have fossils collected from lands now within COLO, but again limited locality information makes it difficult to be sure. This paleontological resource inventory is the first of its kind for Colonial National Historical Park (COLO). Although COLO fossils have been studied as part of the Northeast Coastal Barrier Network (NCBN; Tweet et al. 2014) and, to a lesser extent, as part of a thematic inventory of caves (Santucci et al. 2001), the park had not received a comprehensive paleontological inventory before this report. This inventory allows for a deeper understanding of the park’s paleontological resources and compiles information from historical papers as well as recently completed field work. In summer 2020, researchers went into the field and collected eight bulk samples from three different localities within COLO. These samples will be added to COLO’s museum collections, making their overall collection more robust. In the future, these samples may be used for educational purposes, both for the general public and for employees of the park.
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