School Museum Research Articles

Приобщение учеников младших классов к народной культуре малой родины средствами школьного музея

The authors present a museum lesson on the topic: “The decoration of a peasant hut”, conducted with first-grade students at the historical and ethnographic museum “Origins” of the Novooskolskaya secondary comprehensive school with an in-depth study of individual subjects. Based on this lesson, the possibilities of using school museum resources are considered, contributing to the formation and development of interest in the folk culture of their small homeland in younger students, which meets the requirements of the Federal State Standard of Primary General Education.

УЧАСТИЕ ЕСТЕСТВЕННОНАУЧНЫХ МУЗЕЕВ В РАЗВИТИИ КРАЕВЕДЧЕСКОЙ ДЕЯТЕЛЬНОСТИ В СРЕДНЕЙ ШКОЛЕ

The article discusses various forms of local history activities to be implemented in the interaction of natural science museums and secondary schools. The practical experience of employees of the Earth Science Museum of Lomonosov Moscow State University in the field of local history is described, namely: conducting a professional development program (Summer School), thematic classes with students, and consultations on the creation of educational expositions in school museums. A thematic plan of the section “Nature of the Native land” in a school museum is given. The prerequisites for successful cooperation between natural science museums and secondary schools in the joint implementation of local history activities are substantiated

Ornamental design of textile elements in the wedding decoration of horse among the Bashkirs

The area of this study includes the south-east of the Republic of Bashkortostan (Abzelilovo, Burzyan, Baimak, Beloretsk districts) predominantly inhabited by the Bashkir people. The chronological framework of the research spans the 20th and early 21st centuries, i.e. the time when horse wedding decoration was still used by the Bashkirs in some locations, attesting to preser-vation of long-standing ethnic traditions. The aim of this study is to analyse decoration elements of horse in the wedding cere-mony among the south-eastern Bashkirs in the 20th and early 21st centuries, including caparisons, saddle blankets, breastplates, bellybands, and cruppers. The source basis includes author’s fieldwork materials collected during in 2010, 2017–2019 and 2023, as well as archival materials, museum collections in the city of Ufa and rural school museums preserving rare exhibits. Standard scientific methods, such as comparative historical research, scientific description and analysis, have been used. Du-ring the collection of field materials, traditional ethnographic research approach was also used, including observation, photofixa-tion and in-depth interviewing conducted in the Bashkir language, which allowed us recording local names of the wedding horse decoration. Analyzed were ornamented caparisons, saddle blankets, breastplates, bellybands and cruppers as attributes of the Bashkir wedding ceremony in the south-east of the Republic of Bashkortostan. The festive horse decoration was part of a bridal dowry; the bride herself participated in its making. The bridal horse decoration in the wedding ceremony performed social, sac-ral and aesthetic functions. It was enriched with sacral signs and symbols to protect from bewitching and evil spirits. A young wife moved to husband’s house on her horse decorated for wedding accompanied by her husband, girlfriends and close rela-tives. Until the 19th century, the bride would have ridden astride, but already at the turn of the 20th century that would be quite a rare phenomenon. However, in some villages there were single cases of the observance of this rite even in the mid-20th century. It has been found that in the 20th century in the south-east of the Republic of Bashkortostan several types of wedding capari-sons, different in their ornaments, materials and techniques, were used. There were several types of appliqué and kuskar em-broidery. The altered form of the wedding horse decoration has been preserved until the early 21st century.

Developing Creative Potential in School Children through Museums as Cultural Institutions: A Case Study in Madrid, Spain

This study has the aim of providing a theoretical–methodological strategy for the design and implementation of educational programs that favor the development of children’s creative potential in the context of museums as cultural institutions. It was carried out in two schools with the collaboration of the National Museum of Natural Sciences and the Royal Botanical Garden in Madrid, Spain, during an entire academic year. The emphasis of the procedure is based on multi-stakeholder participation and a multidisciplinary approach through workshops based on a collaborative methodology that promotes communication between the school as an institution, the teachers, and the museum facilitators, during the various phases of the intervention. The work with the children is supported by the creative problem-solving (CPS) methodology through the development of workshops in the museums, where the children were able to be the protagonists and manage their own learning process. The obtained results show the relevance of assuming a set of methodological principles and resources that can be replicated in future intervention programs, among which the school–museum collaborative communication, creative problem solving, the use of activity records, and the role of games and fantasy as mediators in the stimulation of creativity stand out.

Learning Sciences from the Past: Recovery, Study, and Cataloging of a Historical Natural History School Museum

School–museum partnerships have gained considerable attention in the academic literature in recent decades. However, their role in enhancing science education is still an under-researched topic. This work reports on the outcomes of the recovery, study, cataloging, and valorization of the 18th century geo-mineralogical collection belonging to the Collegio Nazareno, now housed at the Istituto San Giuseppe Calasanzio in Rome. The project, which was participated in by the students enrolled in the fourth- and fifth-grade high school classes, revealed rare specimens such as the mineralogical collection donated by the Holy Roman Emperor Joseph II (1741–1740) in 1785. Furthermore, the laboratory activities organized from the stored samples highlighted educational approaches that helped students to cope with the complexities of authentic scientific work and cultural related issues. This work thus offers significant insights into the importance of natural history school museums as useful (and oft-forgotten) learning tools in science education.

ГЛУБИННЫЕ ФЕНОМЕНЫ ВОСПИТАНИЯ ДУХОВНОСТИ ЛИЧНОСТИ В «ФИЛОСОФИИ СЕРДЦА» В. А. СУХОМЛИНСКОГО

Introduction. Based on the social and philosophical analysis of V. A. Sukhomlinsky’s works, a pedagogical interpretation and reconstruction of the phenomenon of “heartfelt contemplation” is proposed, within the framework of which the joy of learning is considered as a creative methodology with extrapolation to Immanuel Kant and Ivan Aleksandrovich Ilyin’s works. An attempt was made to rethink the experience of the theory of learning and the practice of educational training by V.A. Sukhomlinsky. Research Methodology. I. Kant’s epistemology; I.A. Ilyin’s phenomenological method; theory of values and theory of education and training by V.A. Sukhomlinsky. Results. Heartfelt contemplation and pedagogical instruction are presented as a form and method of learning. Joy is recognized as the driving force (motive) for learning. It has been established that the joy of learning is a personally significant phenomenon of a growing personality, which reveals itself in a situation of success. Discussion. V.A. Sukhomlinsky’s pedagogy developed under the influence of I. Kant’s ideas. The philosopher’s collected volumes are still kept in the library of the Pavlysh School Museum. In V. A. Sukhomlinsky’s pedagogy, in the practice of his upbringing, not only I. Kant’s categorical imperative was actively involved, but also the ideas of the heart, close to I. Ilyin’s Christian tradition, specifically: education coming from the heart will always have a positive educational effect if it is not imposed from the outside but is connected to the internal freedom of the individual. The internal conscious freedom of a growing personality presupposes its responsibility for choice and educational results, which trains the individual’s ability to act according to their conscience, according to the call of their heart, and not out of fear of punishment. Conclusion. The deep phenomenon of education in the philosophy of the heart, V.A. Sukhomlinsky advocates the phenomenon of the joy of learning (the joy of studying), the value meaning of which is revealed in the manifestation of willpower aimed at overcoming educational difficulties and conscious actions on the path to success, in awakening feelings of love and conscience, and in the ability of the mind to console. Heartfelt contemplation as a form of learning places new emphasis in the philosophy of education and in practical pedagogy.

Museum Games and Personal Epistemology: A Study on Students’ Critical Thinking with a Mixed Reality Game

This study examines how 12-15-year-old students use information while playing Geome, a mixed reality game intended for museum school visits. Geome presents environmental issues, prompting students and asking them to discern and dismiss misinformation and rumors. The study aims to analyze the students' playful learning experience and their perspective on the game. It focuses on the students' critical thinking, interactions and beliefs about knowledge and knowing, referred to as personal epistemology. Adopting a qualitative approach, the research was conducted across three classes in a museum. A combination of audio, video, and in-game interactions was collected from specific moments during gameplay and analyzed according to epistemological dimensions (Certainty, Simplicity, Source, Justification). Video analysis suggests that when faced with ill-structured problems within a playful scenario, some students are spurred to actively process information and develop critical thinking skills. Meanwhile others remain entrenched in their initial conceptions about the nature of knowledge and the act of knowing. The study discusses how the game's characteristics shape students' personal epistemology. Overall, this research demonstrates that games in museum contexts have the potential to promote active learning and critical thinking in some students, when confronted with complex or ill-structured problems.

Imágenes de una exhibición encapsulada en el tiempo. Taxidermia en el Museo del Seminario San Rafael de Valparaíso (MSV).

The San Rafael´s Seminary at Valparaíso owns one of the most complete collections found in a school museum in Chile. Its varied collection, which emphasizes Natural History—includes biological, fossil, mineral specimens, and scientific instruments— where the taxidermy stand out. The collection, in exhibition since 1881 is the second oldest exhibition in the country with more than 650 mounted specimens. The exotic specimens came mostly from the Commercial House Émile Deyrolle in Paris, which sells didactic objects of Natural History to this day from all over the world. The following research has as an objective to show through photography the most ancient taxidermy in the San Rafael Seminary Museum (MSV). In this study, a comparative analysis of images along with all available historical documents has been assessed. In this regard, photography has played an essential role allowing to identify and characterize specimens as well as tracking down the origin of these collections.

Teaching through objects and collections: The case of Strängnäs Secondary Grammar School and school museum 1830-1960

This paper aims to introduce educational history to multimodal studies by combining a source-oriented approach with multimodal social semiotics. We trace the role of objects and collections in teaching and learning, and focus on Strängnäs Secondary Grammar School in Sweden 1830-1960 as a case example. Closely examining original documents, remaining physical objects, and examples of their situated use as represented in photographs and drawings, the paper provides a nuanced perspective on how object-based pedagogy was applied. It traces how objects and artefacts were incorporated into the school’s collections, by the actions of different actors, in processes of recontextualisation and framing. The activity types that we use as examples, include: drawing lessons in art, weapons practice in physical education, plant collecting in botany, and map exercises in history. These examples show how objects and their meaning potential were used in teaching and learning, and how they realized certain discourses of schooling. Based on our examples, we can see how educational discourses such as progressivism came to have different impact in different subjects. While an authoritarian and national discourse prevailed in art and physical education, a scientific and progressive discourse seem to have been established in botany and history. By combining multimodality with historical research, we can understand meaning-making within a larger context of sociocultural practices and sociopolitical forces.

Perencanaan dan Perancangan Museum Sekolah Ungaran

School Museum Ungaran is the only educational museum in Ungaran. This museum utilizes the main school building of SMPN 1 Ungaran which has been designated as a cultural heritage building. The result of the collaboration between the author and the school which is good and active in the process of planning and designing the school museum is able to provide an interesting museum concept in presenting information about the history of buildings, the history of educational journeys and various artifacts from the past. The presence of the museum is expected to be able to attract visitors to be able to participate in efforts to preserve the legacy of their predecessors in the field of education.

The education activities in the Museum of History - Culture, the University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City: the current situation and solutions

The Museum of History - Culture under the University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City is a unique museum - the first school museum established in the university system in the south of Vietnam. Implementing the motto "bringing the museum to the class, bringing the lecture to the museum", the museum closely combines training knowledge and educating the national cultural heritage and historical traditions for generations of students. By qualitative methods, including practical work experience and participant observation in museum activities, combined with discourse analysis and statistics on the number of visitors to the museum in recent years, the article presents the current situation of the heritage education at the Museum of History - Culture and its achievements and limitations as well as proposes the solutions to improve the effectiveness of the heritage education at the museum. Those solutions are suitable for the current situation when the digital and virtual technology brings a lot of convenient performance for viewers. Therefore, bringing the school museum towards perfection and gradually meeting the above requirements are the work that the Museum of History - Culture needs to achieve. The ultimate goal of the Museum is the long-term and synchronous development of human resources, facilities, artifacts, collections, digital technology, and galleries.

МАТЕРИАЛЬНАЯ КУЛЬТУРА ТАТАР УСТЬ-ИШИМСКОГО РАЙОНА ОМСКОЙ ОБЛАСТИ ПО МУЗЕЙНЫМ КОЛЛЕКЦИЯМ

Famous ethnographic collections on the Tatars of the Ust-Ishim region are listed and characterized. Materials on the school museum in the village of Ashevany, obtained during the authors’ expeditionary trip in the summer of 2023, are introduced into scientific circulation. The museum’s exposition is described, ethnographic exhibits and archaeological objects (weight lead, fragments of ceramic vessels) are characterized. Rare and interesting ethnographic objects (elements of a traditional clothing set, a cradle, a dish) were also attributed

ДЕЯТЕЛЬНОСТЬ АЛТАЙСКОЙ КРАЕВОЙ ДЕТСКОЙ ЭКСКУРСИОННО-ТУРИСТИЧЕСКОЙ СТАНЦИИ В 1960-1980-Х ГГ. В СОХРАНЕНИИ И АКТУАЛИЗАЦИИ НАРОДНОЙ КУЛЬТУРЫ

The article considers the activities of the regional children’s excursion and tourist station, which contributed to the collection, study and presentation of material culture in the 1960s-1980s in school and non-school institutions of Altai region. Examples of school museums of the region, where ethnographic collections were formed during this period, are given

Volksschullehrer-Wissen sammeln und verbreiten. Das Deutsche Schulmuseum bzw. die Deutsche Lehrerbücherei in Berlin 1876–1914

The article examines the book collection of the German School Museum (since 1908 German Teachers’ Library) on the one hand according to its ‘content’ and on the other hand according to its social and cultural functionality for the elementary school teachers organized in the Berlin Teachers’ Association. How did the collections contribute to the socio- cultural self-assertion and professional identity of elementary school teachers in the German Empire? How and with what profile was the German Teachers’ Library able to establish itself as an actor in the field of pedagogical knowledge around 1900, i.e. in the years when the need for knowledge for the ‘Volksschule’ changed profoundly due to rapid social and economic-technological modernization?

Школьный музей боевой славы 75-й Гвардейской бригады: история, опыт и значение патриотической работы

The article analyzes the history of the creation and development from the founding in 1973 to the present day of the School Museum of Military Glory of the 75th Guards Brigade, located in the Secondary School of the city of Omsk No. 41. The research was carried out on the basis of museum materials and documents of the veteran organization of the military unit, stored in the Historical archive of the Omsk Region. An assessment of the experience and social significance of the patriotic work carried out in the museum is given. Particular attention is paid to the comparative historical study of the forms of work on the patriotic education of youth in the Soviet and modern Russian periods of national history. In conclusion, recommendations are given for improving the work of the museum.

Museum “Rifle and Guitar” in the service of school education

Below is an article by Mikhail Mikhailov, the ideological inspirer, author and head of the school military-historical and literary-musical museum “Rifle and Guitar”, solemnly opened on November 25, 2022, at school No 1515 in Moscow. We have taken the liberty of writing this short preliminary text to warn the reader that the published material does not fully meet the formal requirements for academic work, but at the same time it is a valuable source demonstrating new directions in the development of school museums — the largest group of museums in Russia. The fact is that the Museum “Rifle and Guitar” is significantly different from many other military-historical or literary institutions of this kind: the author naturallyn positions the museum of military bard song as an organic representative of both of these profiles. In addition, a specific function lies in the fact that the creative cultural heritage born in the Soviet-Afghan war (1979–1989), which is little talked about in society, is being transformed into a museum filed. However, the author perfectly illustrates the phenomenon that served as an incentive for the creation of the museum: the bard song of “Afghan” deservedly became one of the main instruments of “people’s memory” about the “last war of the great power”, and its authors, performers, publishers and curators are among the creators and frequent museum guests. Thus, we can talk about a special, ecological mission that the museum carries: the intangible objects of the historical and cultural environment are preserved and actualized with the help of its direct bearers, not only issues related to school education and upbringing are resolved, but also the urgent social problems of the society’s reconciliation with an “unpopular” war.

Practice and Thinking on the Field Trip of Complex Site Under the Museum School Cooperation Mode

Practice and Thinking on the Field Trip of Complex Site Under the Museum School Cooperation Mode

Toward a Digital Companion to Monitor a Mixed Reality Game

The game orchestration by the game master during a game-based learning session requires to (1) collect data from player interactions, (2) visualize indicators built with this data, (3) take decisions regarding the monitoring of the activity and (4) interact with players. The complexity of this monitoring increases with mixed-reality games due to the multiplicity of possible interactions with tangible and digital game elements. This article deals with playing analytics and the design of a digital companion to help a game master to orchestrate Geome, a mixed-reality game dedicated to museum school visits. The prototype is the result of a co-design process between researchers, practitioners, and computer scientists. This work allowed us to (1) define the interactions established during the use of the game that should be traced for the game master and (2) test the prototype with 3 classes (12-15 years old). We found that, while the players play the game as intended using most of the features, the game master makes little use of his dashboard and doesn’t interact with players through the dedicated interface.

University Students' Views on the Efficacy of a Museum’s Historical School Lessons – The Case of Ancient Emona

Museums today engage in a range of educational activities, including simulated museum's historical school lessons. The article uses the Slovenian School Museum as an example and describes the education it offers, especially concerning museum's historical school lessons. The purpose of this qualitative study is to explore the views and reactions of university students (n = 19) from the Faculty of Arts at the University of Ljubljana, concerning what they learned from the enactment of a historical school lesson. An open-ended type of questionnaire was given to participants in the study year 2019/20 and used to evaluate the “Ancient Emona” school lesson. The study's findings show the historical school lesson conducted in the museum to be an effective, living, and active means of education on the history of teaching for university students.

Editors’ Introduction

Editors’ Introduction