Abstract
The Didactics of Museums as a Dilemma of the Accounters of KnowledgeThis article focuses on the didactics of museums by comparing the representation of pre-history in school textbooks and museum texts respectively: the arrangements of artifacts and the written texts. A major change occurred at the beginning of the 20th century, along with the emergence of the modern project, when the focus of both expressions was directed towards the users, the students and the museum public. In the modern period, historical memory was connected to a specific didactics which later underwent a process of transformation. This transformation first became evident in school text-books.
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