School-Museum Relationships and Teaching Social Sciences in Formal Education
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School-Museum Relationships and Teaching Social Sciences in Formal Education

Ainoa Escribano-Miralles (University of Murcia, Spain), Pedro Miralles-Martínez (University of Murcia, Spain) and Francisca-José Serrano-Pastor (University of Murcia, Spain)
Pages: 300
ISBN13: 9781799871309|ISBN10: 1799871304|EISBN13: 9781799871323|DOI: 10.4018/978-1-7998-7130-9


The publication will present the main results of a quantitative research on the study of the collaboration established between museum and school and the didactic planning of school visits to museums from the perspective of museum educators and teachers who visit two Spanish archaeological museums with their school group.

To do this, a first section will be devoted to the State of the Question on the subject matter under study, the collaboration between museum and school. All those investigations from the European and international point of view that have been developed around the museum and school collaboration will be determined. The main results of the research project developed over the last five years are presented.

In the second section, those improvements that allow the optimal progression of the school-museum relationship are proposed, as an educational space for quality learning. It starts from the theoretical approaches and progresses towards the establishment of lines of research and innovation, as well as action for the development of interactive collaborative models between the museum and the school that guarantee the process of teaching and learning of the social sciences.

Finally, the third section presents a model of intervention and action that is presented as a pilot design to contribute to the improvement of teaching and learning in the social sciences using museum spaces as resources and the collaboration of the entire educational community, through of work in community of practice.

The aim is to focus the work on the space on which one learns (the school and the museum), to establish proposals for improvement in the teaching and learning of history, taking heritage education as a reference and heritage as a potential didactic resource. The results and conclusions obtained from the diagnostic study will lay the foundations to create a comprehensive improvement plan for the teaching of history through the use of the museum, which allows the design of educational projects where active collaboration between the museum occurs and the school, within the area of social sciences from Preschool to Secondary Education, are taught based on examples from the immediate context and the regional scope, guaranteeing heritage education. As a research and innovation prospect, an intervention program will be designed that guarantees an optimal relationship between the school (as a formal educational context) and heritage (understood as a non-formal educational context) in an interdisciplinary way, integrating all heritage typologies and spaces.

Table of Contents and List of Contributors

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