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.
Highlights
The implementation of the 2030 Agenda and sustainability for the transformation of our world are aims which education bodies and museums have been aware of over the course of recent years
With the aim of comparing the activities prepared in the design of the field trips from the perspective of teachers and museum educators, the frequency with which museum educators carry out different types of activities was verified
The type of activities proposed was taken into account. These were, in turn, categorized into eleven analysis variables, taking into account the types of activities proposed in the teaching of current and historical societies [33]: experimentation or artistic workshops; role plays or theatrical representations; cooperative tasks for problem-solving; treasure hunts; debates; brainstorming; round table discussions; observation tasks and/or handling of objects; fieldwork; data representation; interviews with experts or family members; viewing of audio-visual materials; the creation of a classroom museum or exhibition of objects
Summary
The implementation of the 2030 Agenda and sustainability for the transformation of our world are aims which education bodies and museums have been aware of over the course of recent years. At the 34th ICOM General Assembly [1] the need was established to incorporate sustainability into the orientational framework in the internal and external practices of museums and in educational programing. Recent studies have echoed the use of museums in line with the Sustainable Development Goals [2]. Other studies are aimed at the creation of participatory financing models for museums [3]. Assumes that schoolwork based on experience in ‘real’ situations guarantees learning and the fulfilment of pupils’ needs.
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