‘’No Student Not Met Museum Education’’ A Practice of Volunteer Education Program in the Museum

Abstract

The "museum education'', which has been on the agenda in Turkey since 1990, was formalized along with the developments in museum approaches of Ministry of Culture and Tourism and the efforts of Ministry of National Education, Board of Education for integrating the museums with training. This study was focused on the evaluation process of museum education program carried out by the Museum Education Volunteers of Association for Supporting Contemporary Life (CYDD) in the school and at the Museum of Anatolian Civilizations with 4 th graders in Ankara. The program, which was developed in 2014, carried out between 2014-2017 and reached to 985 students in total, was prepared with the aim of determining the quality of education given to voluntary museum educators and the levels of attaining the goals. The program indicated that the participants had knowledge about museum and museum education and their basic knowledge increased along with the education. The views of participants indicated that the program achievements and content were in conformity with the expectations and needs of participants; the findings concerning learning-teaching process demonstrated that the education program was successful.

Exploring geo-literacy in museum educational programmes at the Iziko Museums in Cape Town, South Africa

“…National and traditional museums are most likely to view education as essential, but also largely accord it low priority . Where historical analyses of museums enable an improved understanding of the museums of the past, geography of museums offers new tools and concepts for understanding the museums of the present (Yetkiner et al, 2019). As the museum landscape shifts and changes, and where new spatialisations seem to be emerging, new strategies for facilitating social cohesion and social value are needed (Hooper-Greenhill et al, 2009;Sumartojo, 2021).…”

“…Museums have traditionally been viewed as places where cultural objects are housed and displayed next to stuffed animals and fossils . The modern museum, however, is a dynamic space where opportunities abound for learners to explore and delve into a world of past, current and future learning coupled with recreational experiences (Raaijmakers, Mc Ewen, Walan, & Christenson 2021;Yetkiner, Karadeniz, & Gökaslan 2019). It is a space where learners can move around exhibitions within a single environment, access their multiple intelligences and learn more about the world in which they live (Yoo, 2021).…”

An Evaluation of One Day Science Activities at a Natural History Museum

“…Studies on museums or museum education over the decades have provided incompatible results that both support its effectiveness and critique its ineffectiveness. Some researchers (Anderson, 1999;Kubota & Olstad, 1991) have stated that the highly stimulating and novel physical and social environments that museums provide are linked to ineffective learning, whereas others have argued that visiting a museum can increase interest, academic achievement, permanence of learning and enhance the enjoyment of science and related activities, which constitute extremely valuable learning outcomes (Ayres & Melear, 1998;Egüz, 2020;Wolins et al, 1992;Yetkiner et al, 2019). The outcomes of museum education persist over time, according to some studies (Dragotto et al, 2006;Falk & Dierking, 1997;Taylor & Neill, 2008), while others have emphasized that these outcomes are temporary (Rennie, 1994;Wolins et al, 1992).…”