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The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education

Author

Listed:
  • Ainoa Escribano-Miralles

    (Espinardo Campus, Education School, University of Murcia, 30100 Murcia, Spain)

  • Francisca-José Serrano-Pastor

    (Espinardo Campus, Education School, University of Murcia, 30100 Murcia, Spain)

  • Pedro Miralles-Martínez

    (Espinardo Campus, Education School, University of Murcia, 30100 Murcia, Spain)

Abstract

The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA © questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.

Suggested Citation

  • Ainoa Escribano-Miralles & Francisca-José Serrano-Pastor & Pedro Miralles-Martínez, 2021. "The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education," Sustainability, MDPI, vol. 13(8), pages 1-32, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:8:p:4095-:d:531453
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    References listed on IDEAS

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    1. María del Mar Felices-De la Fuente & Álvaro Chaparro-Sainz & Raimundo A. Rodríguez-Pérez, 2020. "Perceptions on the use of heritage to teach history in Secondary Education teachers in training," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-10, December.
    2. Pilar Rivero & Iñaki Navarro-Neri & Silvia García-Ceballos & Borja Aso, 2020. "Spanish Archaeological Museums during COVID-19 (2020): An Edu-Communicative Analysis of Their Activity on Twitter through the Sustainable Development Goals," Sustainability, MDPI, vol. 12(19), pages 1-21, October.
    3. Inmaculada Gómez-Hurtado & José María Cuenca-López & Beatrice Borghi, 2020. "Good Educational Practices for the Development of Inclusive Heritage Education at School through the Museum: A Multi-Case Study in Bologna," Sustainability, MDPI, vol. 12(20), pages 1-22, October.
    4. Anna Modzelewska & Sebastian Skuza & Marta Szeluga-Romańska & Marta Materska-Samek, 2020. "Towards Greater Citizen Participation in Financing Public Cultural Institutions—Legal Barriers and Proposed Solutions," Sustainability, MDPI, vol. 12(19), pages 1-25, September.
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