An alternative educational method in early childhood: Museum education

Akamca, Güzin Özyilmaz; Yıldırım, Rana; Ellez, Ahmet Murat

doi:10.5897/err2017.3145

Cited by 15 publications

(7 citation statements)

References 18 publications

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“…First is the importance of outdoor education and the use of e/m-learning tools for the acquisition of ECPT competencies. The students from the field trip in the museum improved the learning to learn competence, as a basis of learning for life [34]. The statistical data of our research contrasted the evolution from level III (pre-test) to IV (post-test) in relation to the acquisition of the learning to learn competence.…”

Section: Discussionmentioning

confidence: 56%

“…Third, museums are becoming increasingly important in civic education [34]. For this reason, it is necessary that they be adapted to different educational levels, with the stage of early childhood education being one of the least renewed stages in museums [62,63].…”

Section: Discussionmentioning

confidence: 99%

“…To develop this ability, many authors defend the value of experiential learning for promoting the ability of learning to learn [31]. In the early childhood education stage, experiential learning takes on special importance, since the child explores and builds their world based on the direct interaction between their senses and the environment [32][33][34].…”

Section: Learning To Learn For Lifelong Learningmentioning

confidence: 99%

“…Museums are defined as "classrooms without walls". They are known to be important educational environments and offer a considerable learning potential: Multifaceted experiential learning and as living environments during life-long learning [34].…”

Section: Museums and Social Science Teachingmentioning

confidence: 99%

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The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

López

Morón-Monge

et al. 2021

Future Internet

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This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Section: Learning To Learn For Lifelong Learningmentioning

confidence: 99%

Section: Museums and Social Science Teachingmentioning

confidence: 99%

See 2 more Smart Citations

The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

López

Morón-Monge

et al. 2021

Future Internet

View full text Add to dashboard Cite

show abstract

“…Museums are important educational environments and offer a considerable learning potential: multifaceted experiential learning and as living environments during lifelong learning (Akamca et al, 2017).…”

Section: Museum Educationmentioning

confidence: 99%

How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

et al. 2021

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This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

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Multimedia-Based Informal Learning in Museum Using Augmented Reality

Zhao,

Ma,

Liu

et al. 2023

Communications in Computer and Information Science

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An alternative educational method in early childhood: Museum education

Abstract: According to the preschool education program that came into effect by Turkish Ministry of Education in

Cited by 15 publications

References 18 publications

The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

Multimedia-Based Informal Learning in Museum Using Augmented Reality

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