| Abstract [eng] |
The ongoing changes in education will determine the search for new work forms for teachers and places for education. Currently, in Lithuania, the general education programs are being updated in accordance with the nurturing of competences. The programs envisage that the teacher will have to select up to 30% of optional educational content. Currently, the learning outside the classroom is being actualized, because this helps to overcome the limitations of learning when students only learn at home and at school. Due to their multi-functional nature, museums and objects therein are ideal environment for learners; it differs from the usual environment of the classroom. The main purpose of the Thesis is to determine how to organize museum education in order to reflect today’s educational needs, through what methods should the competences of students be nurtured in museums and what is needed to enhance in order to achieve the successful education of students in the museum? The object of the research is the nurturing of the competences of students through museum education. The goal is to disclose the nurturing of the competences of students through museum education. The tasks: 1) to disclose the possibilities of nurturing the competences of students in museum spaces; 2) to substantiate the research methodology regarding the nurturing of the competences of students through museum education; 3) to determine the features of nurturing the competences of students through museum education: the analysis of Case X. In order to achieve the goal of the research, the case analysis research strategy was selected. Data collection methods: scientific literature analysis, document analysis, semi-structured interview, and written survey. The data from the semi-structured interview (qualitative research method) was collected from the Region X museum educators. The content analysis method was applied for data analysis. The written survey (quantitative research method) was used to collect data from teachers, who visited the Region X museum and participated in educations. The data was processed by using the SPSS program; the descriptive statistical analysis method was used. 40 schoolteachers and 5 museum educators participated in the research. The results of the research disclosed that in order to nurture the competences of students, it is compulsory to ensure active participation of students in the education process. Often, the museum educators use games, and practical activities, and try to include the students by giving them questions, inciting to provide discussions and content in such a way for it to be relevant for the learner. During education, conditions for students to interact with the environment are provided; the exhibits are most often used to nurture the critical thinking of students. In accordance with the Dorfsman and Horenczyk (2018) model, in Region X museum, the point of view of the educators best conforms to the artistic (emotional) and identity (cultural) advisory education model. In accordance to the educators, post-activity-reflection is very important, however, due to the lack of time, this often depends on the teacher. It can be stated that teachers assess the quality of services provided by Region X museum and competences of educators as very good, however, the museum employees state that it is necessary to enhance the competences of employees in the area of education; this would have a direct effect to the quality of educations as well. According to the teachers, they often associate education with the content of the lesson and prepare for it prior to the visit. In this case, the educators notice that many teachers still do not associate the purpose of the visit with the content of education and that teachers do not sufficiently prepare for this. The preparation of teachers and active participation during integrated lessons is assessed the best. However, the museum lacks effective communication with the school; various challenges in organizing education occur because of this. Research data shows that even though the teachers envisage the possibilities to educate the students in the museums, however, they are not prone to independently organize the activities without the help of the educator nor can do this. However, only a little more than half of respondents stated that they want to participate in the vocational training course on how to integrate museum education into the educational content. The research results show that one can always nurture competences in the museum, however, the nurturing of cognitive, cultural, communication, creative and civil competences is reflected the most. A consistent process, which must start in the classroom, is necessary for the nurturing of the competences of students. Successful education needs the beforehand preparation of the teacher and capability to integrate the preparation into the educational content; fluent communication between the museum and the school; competences of the educator; the clear goal of the educator on what kind of competences to nurture in accordance to the general education program; the harmony of learning environment, objects, methods and measures for the nurturing of the envisaged competences, which are selected by the educator; the inclusion of the teacher during the educational activity; reflection and discussion after education activity in school. This Thesis consists of an introduction, three chapters (theoretical, methodology, and empirical part), conclusions, a list of literature, information sources, 18 tables, 25 images, and 4 annexes. The scope of the Thesis excluding annexes is 86 pages. |
