School Teachers and Museum Education: A Key Factor in Expanding the Inclusive Character of Museums

Vassiliki, Vemi; Kanari, Charikleia

doi:10.18848/1835-2014/cgp/v01i03/44523

Cited by 3 publications

(2 citation statements)

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“…The aspects of this role include, among others: the connection of school visits in museums with the curriculum or across the curriculum; teachers' priorities and perceptions; their role with regards to pre-visit activities; the collaboration with the museum staff; issues of teachers' training in Museum Education, etc. (Argyropoulos & Kanari, 2019;Black, 2005Black, , 2012Griffin, 2007;Hooper-Greenhill, 2007;Kanari, 2015;Nikonanou, 2010;Vartiainen & Enkenberg, 2013;Vemi & Kanari, 2008).…”

Section: Schools-museums Relationship and The Benefits For Children With Disabilitiesmentioning

confidence: 99%

Education of Children With Disabilities in Nonformal Learning Environments: A Cross-Disciplinary Approach of Steam Education in a Technological Museum in Greece

Kanari

Souliotou

2020

EJAE

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In recent years there is an increasing interest about STEAM (Science, Technology, Engineering, Arts & Mathematics) model in education. STEAM is a cross-disciplinary approach which breaks down the barriers among disciplines, offers a dynamic character in teaching and sheds light on various aspects of the aforementioned parts of STEAM equation with multiple benefits for all children including those with disabilities. Furthermore, the increasing interest and the development of museum educational programs for school groups provide unique opportunities in STEAM education that are not available in schools. The museum as nonformal learning environment and its exhibits, the qualitative characteristics of learning and the wide range of the expected learning outcomes enrich the design and implementation of STEAM educational programs providing meaningful learning experiences for all children. The present paper refers to a cross-disciplinary approach which connects STEAM education, Museum Education and Special Education for the design and implementation of an educational program for a school group of children with disabilities. The educational program “Making mosaics with bricks and colors” was based on a. the STEAM approach, b. the characteristics of learning in the museum, c. the principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL), and d. the unique characteristics of a thematic technological museum for the industrial heritage in Greece where the educational program took place. Based on the experience of the implementation of the educational program and the qualitative data of the evaluation of the program, it is argued that STEAM education as well as collaborations between different specialists and between schools and museums provides meaningful learning experiences to all children including those with disabilities. Article visualizations:<img src="/-counters-/edu_01/0653/a.php" alt="Hit counter" />

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Section: Schools-museums Relationship and The Benefits For Children With Disabilitiesmentioning

confidence: 99%

Education of Children With Disabilities in Nonformal Learning Environments: A Cross-Disciplinary Approach of Steam Education in a Technological Museum in Greece

Kanari

Souliotou

2020

EJAE

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“…According to Vemi and Kanari (2008), museums are not only collections of objects designed for adults, they are also places where children familiarize themselves with culture. This leads schools to consider their relationship with these centers as learning media, and teachers are an important element in that interaction.…”

Section: Museum Educationmentioning

confidence: 99%

Evolution and research trends of inclusive museum studies: a bibliometric approach

Valencia

Valencia-Arias²,

Zurc³

2020

kepes

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Inclusion is defined as the opportunity disabled people have to fully participate in different contexts: education, work, consumption, entertainment, and other daily social activities. For an understanding of that, this study aims at examine the evolution and research trends of the field of inclusive museums in order propose a line of research that includes growing and emerging concepts in this area of knowledge. For that purpose, technological mapping was carried out by means of a bibliometric analysis that examined 284 publications indexed in Scopus from 1987 to 2018. Results indicate that 47 countries have carried out studies on inclusive museums, within the framework of the research lines inclusive education and education in museums. Research that has been disseminated in greater measure through American journals. This bibliometric study on inclusive museums enabled to shed light on the productivity, impact, and networking of researchers in this field. Finally, this study constitutes a relevant starting point that not only presents trends in the field of inclusive museums but also encourages university communities and cultural institutions (such as Latin American museums) to consider the role they play in said area, as well as the visibility of their research efforts.

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The Role of Non-formal Learning Environments in Education and Socialization of Children with Visual Disability: The Case of Museums

Argyropoulos

Kanari

2019

Inclusion, Equity and Access for Individuals With Disabilities

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School Teachers and Museum Education: A Key Factor in Expanding the Inclusive Character of Museums

Cited by 3 publications

References 0 publications

Education of Children With Disabilities in Nonformal Learning Environments: A Cross-Disciplinary Approach of Steam Education in a Technological Museum in Greece

Education of Children With Disabilities in Nonformal Learning Environments: A Cross-Disciplinary Approach of Steam Education in a Technological Museum in Greece

Evolution and research trends of inclusive museum studies: a bibliometric approach

The Role of Non-formal Learning Environments in Education and Socialization of Children with Visual Disability: The Case of Museums

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