Twelfth International Conference on The Inclusive Museum

Abstract

While Philippine History classes are among the frequent museum visitors, programs aligned with syllabi are lacking especially for higher education. Museo De La Salle (MDLS) has about 4,384 objects that can be used for education in history. This study attempts to bridge the gap between museums and Philippine history for higher education by developing Object-Based Learning (OBL) plans using selected MDLS collections. In creating the OBL plans, this study used a conceptual framework to guide in the developmental process. Falk and Dierking’s (2000) Conceptual Model of Learning and Hillman’s (2006) Content Categories were used to identify and examine the sample Museo collection for the study. Four MDLS objects were selected for the development of the OBL plans. The selected objects were examined using a pedagogical triangle: (1) the Object Study; (2) the development of OBL plans; and (3) the application of the lesson plan. With the careful study of the Museo objects’ pedagogical potentials, and the use of cohesive elements in the pedagogical triangle, this study proves that an existence of classroom resources in museums such as OBL plans can be used as alternative strategies to supplement the teaching of Philippine history in higher education. OBL plans empower Philippine history teachers the use of museum objects to promote a constructivist classroom that enables active, experiential, and holistic learning. This study is a pioneering topic in the Philippines since OBL is an undocumented discourse among Philippine museums.