The museum as a teaching-learning environment for history
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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.
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