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.
REFERENCES
Amirullah, A., &
Patahuddin, P. (2023). Museum-Based History Learning Innovation With Outing
Class. Technium Social
Sciences Journal, 50, 466-474.
https://doi.org/https://doi.org/10.47577/tssj.v50i1.9928
Aristeidou, M., Kouvara, T., Karachristos, C.,
Spyropoulou, N., Benavides-Lahnstein, A., Vulicevic,
B., Lacapelle, A., Orphanoudakis, T., & Batsi, Z. (2022). Virtual Museum
Tours for Schools: Teachers' Experiences and Expectations. IEEE Global Engineering Education Conference,
EDUCON, 2022-March, 201-209. https://doi.org/10.1109/EDUCON52537.2022.9766548.
https://doi.org/10.1109/EDUCON52537.2022.9766548.
Aroche, A., Pupo, N., & Pérez, Y. (2024). Heritage education through the museum:
improvement activities for teachers in educational institutions. Health and Development
Journal, 8(3), e747. https://doi.org/10.55717/BRJI4366
Baimakhanova, G., Kali, M., & Orynbasar,
I. (2023). Improving the
effectiveness of the educational process using interactive methods. 2(36).
https://doi.org/https://doi.org/10.58937/2023-2-7
Batista, J. (2020). A Teoria da Aprendizagem Significativa
de David Ausubel: uma análise das condições necessárias. Research, Society and Development, 9(4), e09932803.
https://doi.org/10.33448/rsd-v9i4.2803
Bautista, T. (2024). A school museum design
proposal for secondary education. Cabás. Revista Internacional Sobre Patrimonio
Histórico-Educativo, 31, 125-147.
https://doi.org/10.1387/cabas.26177
Bryce, T., & Blown, E. (2024). Ausubel's
meaningful learning re-visited. Current
Psychology, 43(5), 4579-4598.
https://doi.org/10.1007/s12144-023-04440-4.
Bustan, Jumadi, La Malihu, & Bahri (2024).
Museum As a Laboratory of Past Education. ICHELSS The 3rd International Conference on
Humanities Education, Lawand Social Sciences, KnE Social Sciences. https://doi.org/10.18502/kss.v9i2.14905
Calvas Ojeda, M. G. (2023). Museums:
importance for the teaching of Social Sciences in Higher Basic Education. Portal de La Ciencia, 4(2), 241-255. https://doi.org/10.51247/pdlc.v4i2.364
Cavicchi, E. (2024). Curiosity Opens Relationships of
the World and with Others: Narratives from Doing Teaching and Learning Through
Curiosity. Interchange, 55(3), 261-301.
https://doi.org/10.1007/s10780-024-09529-8.
Clipa, O., & Caramida, B. (2024).
Effectiveness of Collaborative Learning in the Educational
Process. Revista Romaneasca Pentru Educatie
Multidimensionala, 16(4),
442-459. https://doi.org/10.18662/rrem/16.4/923
Džinkić, O., & Milutinović, J. (2019). Učenje u muzeju u svetlu
konstruktivističke teorijske osnove. Zbornik Odseka Za Pedagogiju, 28, 93-110. https://doi.org/10.19090/zop.2019.28.93-110
Elisafenko, M., Kruglikova, G., & Protasova, E. (2020).
Museum as an Educational
Resource. Advances in
Social Science, Education and Humanities Research, 447. https://doi.org/https://doi.org/10.2991/ASSEHR.K.200723.024.
https://doi.org/https://doi.org/10.2991/ASSEHR.K.200723.024
Erawati, N. K., & Adnyana, P. B. (2024).
Implementation of jean peaget's theory of constructivism in learning: a
literature review. Indonesian
Journal of Educational Development (IJED), 5(3), 394-401.
https://doi.org/10.59672/ijed.v5i3.4148
Frechiani, R. (2024). The museum in History
teaching. Educacao e Pesquisa, 50.
https://doi.org/10.1590/S1678-4634202450272477EN
Gordon, S. (2022). Integrating the
Experiential Learning Cycle with Educational
Supervision. Journal of
Educational Supervision, 5(3). https://doi.org/10.31045/jes.5.3.1
Karaoulas, A. (2025). Education and society:
the lack of pedagogical perspective in the modern era. International Journal of Research in Education Humanities and Commerce, 06(01), 535-544.
https://doi.org/10.37602/IJREHC.2025.6136
Latief, J., Iskandar, Misnah, Jayanti, I.,
Fikri, Moh., Kurniati, W., & Adam, A. Moh.
(2024). The Utilization of Museums as a Contextual Learning Tool for History
Education for Students of SMA Labschool Palu. Indonesian Journal of Society Development, 3(5), 297-304.
https://doi.org/10.55927/ijsd.v3i5.11828. https://doi.org/10.55927/ijsd.v3i5.11828
Maceira, L. (2009). The museum: powerful
educational space in the contemporary world. Sinéctica, 32. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-109X2009000100007
Marshall, T., Keville, S., Cain, A., & Adler, J. (2022). Facilitating reflection: a review and
synthesis of the factors enabling effective facilitation of reflective
practice. Reflective
Practice, 23(4), 483-496.
https://doi.org/10.1080/14623943.2022.2064444.
Matienzo, R. (2020). Evolution of meaningful learning theory and its application in higher
education. Revista De Investigación Filosófica Y
Teoría Social, 2(3), 17-26.
https://journal.dialektika.org/ojs/index.php/logos/article/view/15
Padilha, L. (2023). Experiência, arte e educação pela perspectiva analítica de Dewey. Revista Apotheke, 9(2), 152-167. https://doi.org/10.5965/24471267922023152
Pereira, O. (2023). Práticas colaborativas de curatoria e
gestão de acervos no Museu da Imigração: uma reflexão sobre sociomuseologia e
universidade. Cadernos de Sociomuseologia, 66(22). https://doi.org/https://orcid.org/0000-0002-1941-1489
Pradnyawati, C., & Rati, N. W. (2023). Interactive Multimedia Based on a Contextual
Approach to Material Changes in the form of Objects. Mimbar Ilmu, 28(2), 255-264.
https://doi.org/10.23887/mi.v28i2.63626
Prušević, F., Hodžić, H., & Župić, A. (2023). The Role of
Experience in Learning. Društvene i
Humanističke Studije (Online), 8(1(22(22)), 281-292.
https://doi.org/10.51558/2490-3647.2023.8.1.281
Reyes, P., Navarro, C.,
& Santisteban, A. (2024). Historical and critical thinking in the
educational context: a systematic review. Panta Rei. Revista Digital de Historia y Didáctica de La
Historia, 18, 269-291.
https://doi.org/10.6018/pantarei.611711
Roitman, D., Interactivo, M.,
& De Chile, J. (2019). The museum as an
educational tool towards diversity: the experience of the Jewish Museum of
Chile. Cuadernos Judaicos, 36. https://dialnet.unirioja.es/descarga/articulo/7314836.pdf.
https://dialnet.unirioja.es/descarga/articulo/7314836.pdf
Siregar, H., Solfitri, T., & Siregar, S. (2021). The Relationship between Perceptions of Online
Learning and Self-Regulation of Mathematics Education Students. Jurnal Didaktik Matematika, 8(2), 208-221.
https://doi.org/10.24815/jdm.v8i2.21882
Todino, M. D., & Campitiello, L. (2025).
Museum Education. Encyclopedia, 5(1), 3.
https://doi.org/10.3390/encyclopedia5010003
Urhahne, D., & Wijnia, L. (2023). Theories
of Motivation in Education: an Integrative Framework. Educational Psychology Review, 35(2).
https://doi.org/10.1007/s10648-023-09767-9.
https://doi.org/10.1007/s10648-023-09767-9
Wang, X. (2024). How to Apply Scaffolding
Instruction to Continuation Writing Task Teaching in Senior High Schools. International Journal of Education and
Humanities, 13(1).
https://doi.org/https://doi.org/10.54097/6c5ews07.
https://doi.org/https://doi.org/10.54097/6c5ews07
Yolthasart, S., Intawong, K., Thongthip, P.,
& Puritat, K. (2024). The Game of Heritage: Enhancing Virtual Museum Visits
Through Gamification for Tourists. TEM Journal, 13(4), 3359-3372.
https://doi.org/10.18421/TEM134-70.
Zhang, X. (2024). A Case Study on the
Application of Socio-cultural Theory in International Chinese Language
Classrooms.Journal of
Education and Educational Research, 10(3). https://doi.org/https://doi.org/10.54097/801c3v21