Science and technology Museum of Patras University and department of cultural education in primary education, prefecture of Achaia, Greece: an example of cooperation and knowledge dissemination (original) (raw)
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This article examines the potentiality of the dissemination of natural sciences not in the usual science museum environment, but in the archaeological museum. The aim is to highlight the existing interfaces between the fields of archaeology and the natural sciences in the setting of a Greek archaeological museum so that its exhibition space can serve as a field for non-formal education for dissemination of natural sciences as well. Starting with the investigation of the necessity of such a choice, which follows the international trend of interdis-ciplinary interpretation of museum collections and dialogues between permanent collections and temporary exhibitions of different disciplines, it identifies the following four interfaces: a) archaeometry, b) conservation, c) ancient Greek science and d) ancient Greek technology and art. Finally, it examines the feasibility of designing a 'science educational islet', a museum structure mainly addressed at school groups that embodies the relationship between natural sciences and archaeology as a result of both didactic and museographic transposition simultaneously.
Published by YOCOCU CNR – IBAM (Istituto per i Beni Archeologici e Monumentali) , 2018
YOCOCU has become in the last decade a networking and meeting platform where senior and young researchers, professionals and students, all animated by the common goal to preserve and promote cultural heritage, share their experiences, show and discuss their investigation methods, offer their input in research in the different fields of cultural heritage, from the conservation to management. The 2018 YOCOCU conference at Matera (Italy) has been conceived as a forum to promote dialogues and partnerships between scientists, conservators and managers, on one hand, and civic and community non-governmental organizations, on the other. The common ground which museology and education have reached, based on the theory of constructivism, has recently given a new perspective on the cultural education. The use and reuse of cultural heritage in education as a crucial cognitive tool highlighted the need to update the ways in which educators cooperate with the professionals of the museum and also the ways in which young students perceive the cultural heritage. In other words in a highly demanding world, museums and educators have to find new, more challenging paths in order to satisfy their young audience. The following paragraphs aim to highlight the effectiveness of the projects and to set a good practice on the cooperation of cultural and educational institutes. Key Words –, education, culture, synergy, comics
Onlime, open access, peer-reviewed international journal MuseumEdu ANNOUNCEMENT OF THE PUBLICATION OF THE THIRD ISSUE Museumedu 3 Dear friends and colleagues, Hello, and welcome to the third issue of the MuseumEdu Journal, a publication of the Museum Education and Research Laboratory at the University of Thessaly, Greece, available at: http://museumedulab.ece.uth.gr/main/en/node/206 Museumedu 3. Museums and Education: Research approaches, was edited by Niki Nikonanou, Irene Nakou and Panagiotis Kanellopoulos and was published in June 2016. It is available at: http://museumedulab.ece.uth.gr/main/en/node/426 More information in the attached file. The MuseumEdu Editors Irene Nakou Niki Nikonanou Panagiotis Kanellopoulos
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The project proposal is connected to the promotion of initiatives, starting in primary school, for using ICT, the open educational resources and digital resources of cultural heritage for the improvement science learning. The Project aim is to promote a new ways of learning and teaching through innovative method, using technologies and open digital resources that can be non-formal content for design curricula. It also proposed a new way for schools and museums cooperation; Teachers of primary school partners are involved in the project through the learning experience with students of their classes.
Museum education in Greece: histories, ideas and the realities behind the words we use
ICOM Education 29 Museum education I Médiation culturelle – éducation muséale I Educación museal – mediación cultural, 2020
In this paper, we explore the different terms and notions used to describe museum pedagogy and learning in Greece. We choose the term “museum pedagogy” to refer to the scientific discipline and the learning theories of the educational role of the museum, while we use the term “museum learning” to refer to everyday practice in museums such as museum learning programmes. Some of our research questions are: which are the origins and the histories of the terms “museum education”, “museum learning”, “museum pedagogy” and how are they used in Greece? Are there differences? In the end, are the words significant and meaningful and what are the realities behind them? In an attempt to answer this last question, we present the methods we are trying to follow in the Museum of Contemporary Art of Crete while designing museum learning programmes. The first part sketches a short history of museum pedagogy and learning in the country, describing the origins of terms and practices. In Greece, the term “museum” is often identified with the archaeological museum, which applies mainly to institutions that preserve and exhibit works from ancient Hellenic civilisations. Archaeological museums are the largest group of museums in Greece, followed by folk museums. The recent studies have shown that museum pedagogy and learning in Greece has deeper roots than we have believed so far. The genealogy of museum pedagogy and learning is divided into three periods, which appear to be successive in time and are characterised by three approaches: the political-ideological (pre-revolutionary period-1900), aesthetics (1900-1978) and finally the educational approach (1978-present). Until the 1990s, national, state and public museums in Greece were more object-centered and considered as institutions that delivered formal education around national Greek narratives. Behind the words, one of the realities is that the museums have become more accessible in recent years, elaborating their role as learning institutions in Greece. In the second part, we present the main structure of the museum learning programmes, designed and implemented in the Museum of Contemporary Art of Crete as an example of best practice of reality in the field of museum learning in Greece. It focuses on school groups, even though we use the same strategies for other groups. Our methods are slow looking and artful thinking and we propose four main steps for a successful museum learning programme, full of holistic and multimodal experiences: 1) preparation for the visit with the leader of the group (e.g. teacher, professor) for the visit, 2) the preparation of the group before the visit, 3) the visit to the museum for the implementation of the museum learning programme and finally 4) the processing of the visit after the museum visit in the classroom. The visit in the museum is structured in four phases: a phase with activities to relax, break the ice and get-to-know-each-other, a phase of introduction to the subject, a phase of reflection on the subject and a phase of creative evaluation and emotional discharge. Through these steps we want visitors to feel welcome, included, interested but also engaged and active in their everyday life, inspired by taking part in the programmes. Some people in Greece still believe that museum pedagogy and learning refer only to children. Consequently, museums need to challenge this attitude and be more mindful and critical. Collaboration and the creation of synergies between the museum staff and audiences are at the heart of museum learning. After all, the core to museum learning, education, museum pedagogy or whatever we call our profession, is the desire to inform, create, inspire cultural action.
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Education and Museum: Cultural Heritage and Learning (2017)
2017
The project proposal is connected to the promotion of initiatives, starting in primary school, for using ICT, the open educational resources and digital resources of cultural heritage for the improvement science learning. The Project aim is to promote a new ways of learning and teaching through innovative method, using technologies and open digital resources that can be non-formal content for design curricula. It also proposed a new way for schools and museums cooperation; Teachers of primary school partners are involved in the project through the learning experience with students of their classes.