The museum as a teaching-learning environment for
history
Angel Willian
Tenemaza Morocho[*]
Christian Paúl
Naranjo Navas*
Abstract
The purpose of the
present study was to analyze the effectiveness of the museum as a dynamic space
for the teaching-learning process of history among students of the History and
Social Sciences Pedagogy program at the National University of Chimborazo. A
total of 37 students participated by responding to two surveys, administered
before and after a museum visit, using a non-experimental, cross-sectional, and
descriptive design. Statistical analyses included the Chi-square test (X²=74,
p<0.001), Student's t-test (t=-0.638, p=0.528), one-way ANOVA (F=0.092,
p=0.913), and Spearman's correlation (ρ=0.055, p=0.747). The results
showed that students with greater prior knowledge (mean=11.41 on a 0-27 scale)
perceived a more significant educational impact, although no statistically
significant differences were found in the pre- and post-visit comparison. The
discussion underscored that learning could manifest in a delayed fashion and
that follow-up pedagogical strategies were essential for consolidating the
museographic experience. Therefore, while the museum proved to be a valuable
tool to motivate autonomous research and foster the construction of historical
knowledge, its effectiveness depended on teacher mediation and the
implementation of interactive activities that would stimulate critical
reflection on the observed content.
Keywords: Museum; History; Teaching-Learning; Pedagogy; Museographic Experience.
El museo como un entorno de enseñanza-aprendizaje de la historia
Resumen
El presente estudio tuvo como objetivo analizar la
efectividad del museo como espacio dinámico para el proceso de
enseñanza-aprendizaje de la historia en estudiantes de Pedagogía de la Historia
y Ciencias Sociales de la Universidad Nacional de Chimborazo. Participaron 37
estudiantes que respondieron dos encuestas, aplicadas antes y después de una
visita al museo, mediante un diseño no experimental, transversal y descriptivo.
Se emplearon análisis estadísticos que incluyeron la prueba de Chi-cuadrado
(X²=74, p<0.001), t de Student (t=-0.638, p=0.528), ANOVA de una vía
(F=0.092, p=0.913) y correlación de Spearman (ρ=0.055, p=0.747). Los
resultados evidenciaron que los alumnos con mayor conocimiento previo
(media=11.41 en una escala 0-27) percibieron un impacto educativo más
significativo, aunque no se hallaron diferencias estadísticamente relevantes en
la comparación pre y post-visita. La discusión resaltó que el aprendizaje podía
manifestarse de manera retardada y que eran esenciales estrategias pedagógicas
de seguimiento para consolidar la experiencia museográfica. Es por ello por lo
que, si bien el museo representó una herramienta valiosa para motivar la
investigación autónoma y fomentar la construcción de conocimientos históricos,
su eficacia dependió de la mediación docente y la implementación de actividades
interactivas que estimularan la reflexión crítica de los contenidos observados.
Palabras clave: Museo; Historia;
Enseñanza-Aprendizaje; Pedagogía; Experiencia Museográfica.
Received : 8-1-2025
Approved: 12-1-2025
INTRODUCTION
The field of
study of history plays an undeniable and indispensable role in the formation of
people, allowing them to have a critical and knowledgeable element of their
social-historical context, therefore, the quality of history teaching directly
influences the idea that students have about the construction of their identity
and the future of society. However, this learning is conditioned by the
teaching work, which is constantly challenged and updated in pedagogical
practices to overcome traditional methods based on the memorization of facts or
important dates in history, in order to awaken in students a considerable
interest in understanding historical processes
As there are
constant changes in society, the teaching of history faces constant challenges
to motivate people in their development of critical thinking for a deep
understanding of the events of the past. Therefore, it is essential to analyze
pedagogical proposals that promote non-conventional learning spaces to
complement the work that the teacher does in the classroom, being, one of many
spaces, museums that highlight the ability to connect students with cultural
heritage, collective memory and historical reality in a more tangible and
experiential way
Although the
integration of museums in the teaching-learning process of students is not new,
in recent decades it has gained considerable momentum, since the development of
didactic approaches based on the active participation of students, thus
promoting meaningful learning, represents a fundamental element to motivate and
improve the teaching process. That is why, by conceiving a museum, not as a
simple place to exhibit part of history but as a dynamic environment that
allows exploration, interaction between people with objects and the
collaborative construction of knowledge, historical education is revitalized
and transcends the boundaries of traditional teaching
Under this
perspective and approach, the research was developed under the following
problem: how can museums be used as dynamic environments for the teaching and
learning of history in pedagogy students of the History and Social Sciences of
the National University of Chimborazo? Although museums have presented an
evolution in the methods of information dissemination through the integration
of technological, audiovisual and recreational elements, it is important to
analyze if these advances are assimilated to pedagogical practices to improve
the understanding of history in order to encourage critical analysis and
intellectual curiosity among students.
Consequently,
it is important to know the background related to the use of the museum as a
strategy for teaching history. Since the beginning of the history of education,
several pedagogical currents have been developed that have promoted active
learning and application as a key strategy for the integral formation of each
person
On the other
hand, an analysis from the sociocultural dimension of the museum emphasizes the
idea that teaching should not be closed only to classrooms or textbooks,
therefore, the museum, being considered as a cultural institution, keeps
material and immaterial testimonies of past events of society and develops as a
meeting place, exchange and collective construction of knowledge. For people
who are in teacher training, the experience of learning from the perceptive and
context of the museum not only facilitates learning the contents, but also
becomes a practical pedagogical model, understanding the museum as a dynamic
space, contributing to practical professional training
Interactive
strategies refer to methodologies that involve the active participation of
students, such as project-based learning, problem solving, gamification and
on-site documentary research. During a guided visit to the museum, the teacher
can promote activities that encourage the search for information, the
contrasting of sources and the elaboration of their own conclusions based on
the observation and analysis of the museographic resources
A
fundamental element that contributes significantly to the teaching-learning
process, the teacher's attitude and ability to propose activities that connect
theoretical content with the constant elements in the museum becomes central to
enhancing the experience
Consequently,
it is essential that the teacher, the person in charge of training new
teachers, possesses the knowledge and skills necessary to provide adequate
guidance in the museum visit, as well as to be the clear link between the
curriculum and the practical activities in order to encourage curiosity and the
development of critical thinking in students. Without proper mediation, even
the most innovative museum resources may be underutilized or irrelevant to the
acquisition of historical knowledge
Therefore,
the use of museums as pedagogical environments is becoming a conduit between
the academic sphere and the community at large, facilitating future educators
to acquire a deep understanding of the cultural heritage inherent in their
environment and, at the same time, to develop the ability to transmit this
knowledge in a meaningful way to subsequent generations.
On the other
hand, the visit and interaction that students carry out in the museum promotes
the development of transversal competencies, since it allows them to develop
assertive communication, collaboration and the capacity for analysis in complex
contexts. Students who actively participate in museum visits learn to work as a
team by researching, discussing and interpreting the historical testimonies
they find in the exhibition rooms
Therefore,
inter-institutional cooperation between museums and universities is essential,
since it offers multiple benefits for the parties, by generating an improvement
in the educational, social and economic functions of museums, as well as
expanding the didactic resources for universities. By carrying out these
agreements, the collaboration allows a dynamic exchange of knowledge and
resources, enriching the parties involved
The interest
in developing an integrative approach also leads us to consider the
socio-cultural impact of the museum on the educational community. For many
students, a visit to the museum may be their first formal approach to local or
national history, which implies a strong symbolic and affective charge. This
direct contact with historical objects stimulates the construction of identity
and collective memory, while reinforcing the sense of belonging to a shared
cultural tradition. The experience becomes an essential formative exercise,
since those involved in teaching must be able to transmit not only content, but
also values and attitudes that promote appreciation and care for heritage.
Constructivism and meaningful learning
The
theoretical framework proposed by Jean Piaget advocates the active
participation of students in the learning process, whereby knowledge is
constructed through experiential encounters and social interactions, one of
them being, the field trip to a museum, thus students engage in active
observation, reflection and hypothesis formulation based on their experiential
learning. In addition, the contribution of educators and peers as facilitators
is consistent with Vygotsky's approach to social mediation, as it enhances the
internalization of concepts and fosters a deeper understanding of the topic
presented
David
Ausubel's theory of meaningful learning indicates that prior knowledge is the
most important factor influencing new learning, serving as the basis on which
new information is built, so it is essential that educators evaluate and use
students' existing cognitive structures
Active and experiential learning approaches
The
experiential learning philosophy proposed by John Dewey emphasizes the
importance of learning through direct experience and reflection, aligning
significantly with the educational potential of museums, thus providing a rich
environment for experiential learning by offering tangible objects and
interactive experiences that awaken students' curiosity and critical thinking.
This approach is supported by several educational strategies, including
workshops, participatory activities, and the integration of technology, which
enhance the learning experience by making historical and cultural contexts more
accessible and engaging
The
experiential learning theory proposed by David Kolb describes a cycle of
concrete experience, reflective observation, abstract conceptualization and
active experimentation as a versatile framework that can be effectively applied
in various educational settings, including museums. This theory emphasizes the
importance of engaging learners in an active yet reflective manner, allowing
them to construct knowledge through direct experience
Relationship of museums to the history curriculum.
Museums have
exhibits of certain collections that cover different periods, important events
and socio-cultural contexts, which is why there are several opportunities to
make a link between the history curriculum and tangible reality
Therefore,
the development of coherent pedagogical methodologies that take advantage of
museum exhibits to enhance the educational experience of future teachers is
essential to include them in the respective curricula, as museums serve as a
vital educational resource by enriching the learning process and fostering
critical analysis among students, being, the collaboration between universities
and museums an effective element to significantly improve the training of
history teachers, as students interact with museum environments, acquire
practical knowledge and develop professional skills essential for their future
roles
Museums by
serving as ideal settings for teaching history as they have an alignment to
constructivist principles and experiential learning methodologies, i.e., these
educational approaches focus on active participation, personal experience, and
contextual learning, factors that museums naturally facilitate through
historical exhibits and artifacts. By adapting methodologies and carefully
selecting activities, museums come to offer relevant and meaningful learning
experiences
Teacher's role as mediator and facilitator
From the
sociocultural aspect proposed by the author Vygotsky, he states that the
teacher plays the role of mediator between the cultural content that can be
reviewed in a museum with the cognitive capacity of the student, i.e., it is a
visit to that place, the teacher should not only offer explanations, but should
guide the observation, the generation of questions and encourage the collective
construction of knowledge. To do so, he/she can rely on visual, technological
and narrative resources that awaken curiosity, but, above all, the students'
attention. The work of mediation requires the mastery of strategies that
promote active participation, avoiding unilateral expositions or the simple
reading of information
The
scaffolding theory, proposed by Bruner and supported by Vygotsky, emphasizes
the role of the teacher as an expert guide who facilitates the cognitive
development of the student through personalized support. From the analysis of a
visit to a museum, this theory can be applied by focusing on the teacher as the
one who guides the students through the exhibits, as it is the one who offers
clues, redirecting attention to important details and encouraging the
formulation of historical questions
Collaborative learning strategies and gamification
During visits to the museum, the teacher applies collaborative learning as an
effective strategy, since it is nourished by group dynamics to build knowledge.
Authors such as Johnson and Holubec, in their research, point out that teamwork
favors the development of communication skills, improves problem solving and
the construction of historical meanings. For this reason, in order for
collaboration to be fruitful, the teacher can propose specific tasks, assign
roles and establish clear goals for each team member. For example, groups can
be formed to investigate a specific historical period, search for evidence in
the museum rooms and present their findings to the rest of the class
Gamification
is known as the incorporation of playful elements of games in educational
contexts (Kapp, 2012), therefore, it has become popular as a strategy that
increases motivation and engagement. In a museum, gamification could be
translated into tools such as the treasure hunt, which is a theme through which
students solve clues related to historical content, or the use of interactive
applications that guide the tour and provide virtual rewards. These playful
dynamics promote participation and curiosity, while reinforcing students'
competence to analyze historical information in an agile and entertaining way
Formative evaluation and feedback
The
effectiveness of the application of interactive strategies is also reflected in
the way learning is evaluated during and after the museum visit. Formative
evaluation is oriented towards gathering evidence of student progress through
questions, discussions and written or audiovisual productions that show their
level of understanding. By observing the interactions and products resulting
from the activity, the teacher can provide immediate feedback, make
clarifications and reinforce achievements. The incorporation of clear rubrics
for the assessment of participation, teamwork or creativity in problem solving
provides transparency and guides the learner in his or her process of
continuous improvement
At this
point, the role of the teacher as a facilitator of reflection is key to deepen
the connection between what is observed in the museum and the curricular
objectives. The open questions, the stimulus to confront ideas and the
invitation to establish analogies with the present or with other areas of
knowledge generate a learning climate that transcends the moment of the visit,
leaving a mark in the mindset of future history teachers
Student
perceptions of the effectiveness of museums as learning environments
Motivation, interest and attitude towards learning history
Motivation
is a determining factor in the learning experience. When students perceive that
the proposed activity has a representative value for their education, is
challenging, relevant and linked to their interests, their academic engagement
increases significantly
To measure
the motivation and attitude of students towards the use of museums as part of
their academic training, it is common to apply questionnaires and interviews
that inquire into the perception of the value of the experience, the feeling of
autonomy, satisfaction with the methodology and the emotional connection with
the contents. These perceptions reflect the extent to which the museum visit
fulfills its function of enriching historical learning and generating a sense
of belonging with respect to cultural heritage.
Meaningful learning and construction of historical identity
The
construct of meaningful learning proposed by Ausubel is strengthened when the
student can anchor the new historical information to his or her own reality,
values and experiences. In this sense, the perception that the student develops
about the usefulness and applicability of the historical information exhibited
in the museum is linked to the degree to which he/she integrates the knowledge
to his/her own understanding of the world. The museum, by displaying objects
and stories from different eras, presents itself as a space where history
materializes, allows students to place themselves in a temporal context and
reflect on the evolution of society
Critical reflection and self-regulation of learning
Students'
ability to critically reflect on their learning and the process itself is a
crucial component of self-regulated learning, as Zimmerman and Schunk
emphasize. In the museum context, this involves students analyzing materials,
contrasting historical sources, and evaluating the credibility of stories. This
reflective process is integral to self-regulated learning, which encompasses
planning, monitoring, and evaluating learning
Critical appraisal of the literature
In the study
entitled "The museum: a powerful educational space in the contemporary
world" by the author Luz Maceira, she emphasizes that museums can
contribute significantly to the formation of a historical and social
conscience, being an approach that seeks to generate in visitors a deep
reflection on the human experience, promoting empathy, self-reflection and an
active ethical stance in the face of reality . By integrating different
languages and resources, the museum offers the possibility of observing and, in
a way, witnessing history from multiple perspectives, placing the public before
the causes and consequences of inequity, injustice or intolerance, and
encouraging openness to dialogue. Thus, it becomes a space that not only
exposes dramatic events, but also encourages the construction of new horizons
and the articulation of actions to prevent the repetition of similar
situations. The pedagogical and interdisciplinary nature of the museum makes it
possible to deal with topics that are not very much legitimized in other
spheres, fuels social debate and fosters understanding of global
interdependence, without this entailing uniformity of visions or cultural
homogeneity. Thus, it emerges as a dynamic, reflective and transformative
learning environment that promotes critical capacity, social responsibility and
the strengthening of a conscience sensitive to collective memory
In an
approach for Latin America, the research conducted in 2019 under the title
"The museum as an educational tool towards diversity: the experience of
the Jewish Museum of Chile" recognizes the museum as a communication
system and a non-formal education resource that through exhibitions, online
materials and face-to-face activities, promotes continuous training and
interaction with the community, therefore, understands the importance of
meeting the needs of its audience, adapting to their socioeconomic and cultural
reality, and constantly evaluating the impact of its initiatives to improve its
contribution to peaceful coexistence. This approach, that advocates
multiculturalism and inclusion, aligns with the idea that museums should forge
social bonds, promote knowledge of one's roots, provide historical meaning to
visitors, and counteract hatred and violence
In Ecuador,
the published article "Museums: importance for the teaching of Social
Sciences in Higher Basic Education" by the author María Calvas, recognizes
museums as environments that promote culture, the dissemination of knowledge
and education in the teaching-learning process, identifying that, despite their
potential to promote active teaching and contact with reality, there are still
limitations linked to the lack of knowledge and methodological preparation on
the part of educators. In this sense, the purpose of the study focuses on
highlighting the importance of museums in the teaching of Social Sciences at
the Higher General Basic Education level, considering them as spaces that
promote knowledge, recreation and active participation
METHODOLOGY
With the
purpose of analyzing the students' perception of the museum as a dynamic space
in the teaching-learning process of history, two surveys were applied to 37
students of the Pedagogy of History and Social Sciences career of the National
University of Chimborazo. The research was developed under a non-experimental,
transversal and descriptive design, which allowed us to evaluate the
perceptions of the participants before and after the visit to the museum.
The first
survey, conducted prior to the visit, aimed to identify the degree of prior
knowledge of the students about the historical topics addressed in the museum,
as well as their expectations and level of preparation. It included questions
on general and specific knowledge of history, familiarity with the concept of
historical heritage, identification of primary sources, and degree of academic
preparation for the visit. The students' motivations and the type of activities
expected inside the museum were also evaluated.
The second
survey, applied after the visit, was designed to measure the educational impact
of the museum experience. This survey explored dimensions such as the
understanding of the historical contents, the perceived usefulness of the
museum as an educational space, the motivation generated to investigate beyond
the contents of the classroom, and the quality of the organization of the tour
and the resources used. The differences between learning in a classroom and in
a museum were also analyzed, as well as the importance of combining museum
visits with theoretical classes.
The data
collected were processed using statistical tools in order to identify patterns
and significant differences in the students' responses before and after the
visit. A descriptive analysis was performed based on frequencies and
percentages, complemented with measures of central tendency and dispersion
(mean, median, mode and standard deviation). To evaluate associations between
categorical variables, the Chi-square test was used, and in cases where the
observed frequencies were low, Fisher's exact test was applied. In addition,
tests of mean differences were performed, using Student's t-test to contrast
responses before and after the visit, and a one-way ANOVA to analyze
differences according to the preferred learning modality. A correlation
analysis was also carried out using Spearman's coefficient to measure the
relationship between prior knowledge and perceived learning, as well as between
initial motivation and perception of the educational impact of the museum.
The study
guaranteed the anonymity and confidentiality of the participants, who
participated voluntarily after giving their informed consent. The ethical
principles of social and educational research were respected, ensuring that the
data collected were used exclusively for academic purposes and for the
improvement of the teaching-learning process.
RESULTS
In order to evaluate the students'
perception of the museum as a dynamic space in the teaching-learning process of
history, two surveys were conducted before and after the visit to the museum.
The results obtained were contrasted with previous studies to contextualize
their relevance and contribute to the debate on the effectiveness of museum
experiences in higher education.
Descriptive Analysis
The descriptive analysis revealed that
the level of prior knowledge of the students is highly variable, with a mean of
11.41 points on a scale where 0 represents no knowledge and 27 the maximum.
Familiarity with the museum and the concept of historical heritage showed
values close to the overall mean, suggesting that approximately half of the
students had moderate knowledge prior to the visit. Perception of the
importance of history for understanding the present had a mean of 11.43 points,
reflecting a generalized interest in the historical discipline.
After the visit, there was an increase
in the perception of the usefulness of the museum as a complement to formal
education. There was an increased motivation for independent research and a
recognition of the museum as an interactive learning space. Previous studies,
such as Falk and Dierking (2018), have highlighted that museum visits enhance
conceptual understanding and foster meaningful learning, which is consistent
with our findings.
Table 1 . Descriptive statistics
|
Variable |
Media |
Standard Deviation |
Minimum |
Maximum |
|
Prior knowledge |
11.41 |
10.96 |
2 |
27 |
|
Importance of history |
11.43 |
10.08 |
1 |
25 |
|
Familiarity with the museum |
11.43 |
7.72 |
3 |
22 |
|
Motivation for research |
12.05 |
10.35 |
0 |
25 |
Relationship
between Prior Knowledge and Perception of Educational Impact
To determine
whether prior knowledge influenced the perception of the educational impact of
the museum, a Chi-square test was performed, obtaining a value X² = 74, p <
0.001. This indicates a significant relationship, i.e., students with greater
prior knowledge perceived a greater educational impact. Previous research has
identified this phenomenon in other experiential learning environments, noting
that familiarity with content allows for greater assimilation of new knowledge
(Hein, 2019).
Table 2 . Chi-Square Test
|
Statistician |
Value |
|
Chi-square |
74 |
|
p-value |
<0.001 |
|
Degrees of freedom |
6 |
Before and After Visit Comparison
To assess whether
the perception of the museum as an educational space changed after the visit,
the responses before and after were compared using a Student's t-test. The
results showed that the difference between the two measurements was not
statistically significant (t = -0.638, p = 0.528). Despite this lack of
significance, studies such as Rennie and Johnston (2018) suggest that the
impact of museum visits may not be immediate and that learning may be
consolidated over the long term.
Table 3
. Student's t-test
|
Statistician |
Value |
|
Student's t |
-0.638 |
|
p-value |
0.528 |
Differences according
to Learning Modality
To analyze whether
the preferred learning modality (theoretical, practical or blended) influenced
the perception of the educational impact of the museum, a one-way ANOVA was
performed. Results no showed significant differences between groups (F = 0.092,
p = 0.913), suggesting that the perception of educational impact is homogeneous
regardless of learning style. Previous studies have reported similar results,
indicating that the effectiveness of museum visits does not depend exclusively
on learning style but on the quality of the educational interaction within the
museum (Hooper-Greenhill, 2017).
Table 4 . One-way ANOVA
|
Factor |
Sum of Squares |
Gl |
Medium Square |
F |
p-value |
|
Learning mode |
19 |
2 |
9.56 |
0.092 |
0.913 |
|
Residual |
3549 |
34 |
104.38 |
- |
- |
Relationship between Prior Knowledge
and Motivation for the Research
The correlation between the level of
prior knowledge and the motivation to investigate further on the topics
addressed in the museum was evaluated. Spearman's correlation yielded a
coefficient ρ = 0.055, p = 0.747, indicating a weak and
non-significant relationship. This suggests that the level of prior knowledge
does not directly predict subsequent interest in further research. Similar
results have been reported by researchers who highlight the need for post-visit
pedagogical strategies to consolidate learning and encourage independent
research (Anderson et al., 2020).
Table 5 . Spearman's
Correlation
|
Statistician |
Value |
|
Spearman Coefficient |
0.055 |
|
p-value |
0.747 |
The results
indicate that the museum visit had a positive impact on students' overall
perception of its usefulness as an educational tool, although the changes
measured were not statistically significant in all dimensions. A strong
relationship was found between prior knowledge and perception of educational
impact, suggesting that better prepared students may derive greater benefit
from these experiences. However, motivation for independent research after the
visit was not directly related to initial knowledge. These findings reinforce
the need to design post-visit didactic strategies to maximize the educational
impact of museums in history education.
The role of prior
knowledge in the assimilation of museographic learning
The results
obtained support the literature suggesting that the level of prior knowledge is
a determining factor in the absorption of learning in museum environments
(Hein, 2019). The significant relationship observed between initial knowledge
and perception of educational impact is consistent with Falk and Dierking's
(2018) Constructivist Processing Model, which posits that museum learning is
not a simple transfer of information, but an active construction that depends
on the individual's pre-existing cognitive base. In this sense, students who
possessed greater familiarity with the concepts addressed in the exhibition
were able to integrate and contextualize the contents in greater depth,
generating a more meaningful learning experience.
This finding is
consistent with studies in similar settings, where it has been shown that
museum learning is conditioned by the interaction between pre-existing
knowledge and new sensory and cognitive stimuli provided by the exhibit (Rennie
& Johnston, 2018). However, it has also been suggested that museums can
play a role in leveling educational disparities by providing accessible
experiences to audiences with different levels of readiness (Hooper-Greenhill,
2017), suggesting the need to design didactic strategies that favor inclusive
learning within these spaces.
Educational impact
of the museum: an evaluation from experiential pedagogy.
The results
obtained regarding perception before and after the museum visit reflect that,
although students recognize the educational value of these spaces, the variation
was not significant in quantitative terms. This finding challenges some of the
assumptions of experiential constructivism, according to which direct
interactions with historical objects and immersive environments should generate
perceptible changes in the understanding of content (Dewey, 1938). A possible
explanation for these results could lie in the absence of post-visit follow-up
strategies, which has been identified as a key factor in the consolidation of
experiential learning (Anderson et al., 2020).
Previous studies
have shown that museum learning tends to manifest itself in a delayed manner,
where cognitive effects may be evident days or even weeks after the experience
(Ash et al., 2012). This phenomenon could explain why Student's t-test did not
reflect immediate significant differences in perceived educational impact. The
application of follow-up surveys could provide additional information on the
degree to which the museum visit influences learning in the medium and long
term.
Learning modality
and its relation to the perception of the museum.
Analysis of
variance (ANOVA) found no significant differences between the different
learning styles (theoretical, hands-on and blended) in the perception of the
educational impact of the museum. These results contrast with studies that have
identified that the preferred learning modality can influence the museum
experience, particularly in the use of interactive elements (Falk &
Storksdieck, 2010). However, a possible explanation for the lack of differences
could lie in the design of the museum visited, which possibly provided an
appropriate balance of visual, auditory, and participatory elements that
allowed for an equitable learning experience for all cognitive styles.
Another
possibility is that preference for a learning modality is not the sole
determinant of perceived educational impact. Recent studies have suggested that
factors such as intrinsic motivation, personal interest, and perceived
relevance of content may influence the quality of museum learning more than the
learning style category alone (Allen, 2019). Consequently, these findings
suggest the need to expand educational mediation strategies in museums to cater
to diverse learner profiles.
Motivation for
research: beyond prior knowledge.
Although it was
expected that greater prior knowledge would generate greater motivation for
post-visit research, Spearman's correlation did not yield a significant
relationship. This suggests that motivation to delve deeper into the topics
covered in the museum could depend on factors other than pre-existing
knowledge, such as perceived personal relevance, interaction with guides, or
the quality of the exhibits (Eshach, 2007).
Previous studies
have shown that museum experiences that incorporate emotional narratives and
participatory elements have a greater impact on motivation for autonomous
learning (Silverman, 2010). In this sense, the lack of correlation in the data
obtained could indicate that the museum visited could optimize the use of
narrative strategies that foster a deeper connection between visitors and the
content on display.
CONCLUSIONS
The findings of
this research confirm that museums can play a key role in the teaching of
history, functioning as dynamic learning environments that complement formal
classroom education. It was evident that students with greater prior knowledge
about the topics covered in the museum perceived a greater educational impact,
which supports constructivist approaches to meaningful learning. However, in spite
of the fact that the museum experience was valued positively in general terms,
no significant differences were found in the perception of learning before and
after the visit, which suggests that the cognitive effects may manifest
themselves in a delayed manner or depend on complementary pedagogical
strategies after the museum experience. In this sense, the design of follow-up
activities and the integration of interactive methodologies within the
exhibitions could strengthen the retention and understanding of historical
content.
In addition, the
results revealed that students' preferred learning modality (theoretical,
hands-on or blended) did not significantly influence the perceived educational
impact of the museum. This suggests that the design of the tour and the nature
of the exhibits were able to provide an appropriate balance of visual, auditory
and participatory elements, allowing all student profiles to have similar
learning opportunities. However, the lack of a significant correlation between
prior knowledge and motivation to investigate beyond the visit highlights the
need for didactic strategies that foster long-term academic interest. This is
consistent with previous studies indicating that interaction with historical
objects alone does not guarantee deep learning if it is not accompanied by
reflective processes and pedagogical tools that stimulate autonomous inquiry.
This research
underlines the value of museums as experiential learning spaces, but also
highlights the importance of pedagogical planning that optimizes their impact
on the training of history students. The results obtained suggest that the use
of these environments depends to a large extent on teaching mediation and the
integration of activities that reinforce the knowledge acquired during the
visit. Likewise, cooperation between universities and museums can contribute to
the development of innovative strategies that transform the museum experience
into a more effective educational resource, favoring not only the acquisition
of knowledge, but also the development of critical and research skills in
future history teachers.
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