Abstract
This paper explores the potential of museum learning for teachers and schools. It uses two examples in London, UK to problematize the variety and forms of learning that can be enabled by teachers for school students. These are the Bank of England Museum - located in the heart of the City of London and the British Museum in central London. By integrating physical museum visits within carefully planned school activities that adopt active, groupwork and role-play elements a deeper and more meaningful engagement with knowledge and concepts can be achieved. These learning activities are underpinned by principles of inclusion in that they were for all students and start with their own experiences and cultural knowledges. Theoretical perspectives on learning are used to analyse and explain these museum learning phenomena. These include experiential learning and situated learning. It was apparent that the role of the teacher to design, facilitate and enable learning was important. This work uses a framework for thinking about what influences learning and pedagogy, as well as acknowledging the variability (and complexity) of such factors.
Presenters
Adam UnwinAssociate Professor, Faculty of Education and Society, University College London (UCL), United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Education, Teachers, Pedagogy, Learning, Culture, Knowledge, London
