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CNAA / Theses / 2022 / June /

Pedagogical foundations of high school museum education in school-family-community collaboration


Author: Filipski Tatiana
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2022
Scientific adviser: Larisa Cuzneţov
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 21 June, 2022
Approved by NCAA on the 22 December, 2022

Abstract

Adobe PDF document – 0.69 Mb / in romanian
Adobe PDF document – 0.75 Mb / in english

Thesis

CZU 37.015:069(043.3)

Adobe PDF document 10.81 Mb / in romanian
232 pages

Keywords

museum pedagogy, museum education, pedagogical foundations, museum, museum treasure, culture, collabora-tion, and educational partnership, educational institutions, students, high school students, parents, teachers, museum collaborators

Summary

Thesis structure. The thesis contains an introduction, three chapters, general conclusions and recommendations, a bibliography list from 156 sources, and 19 annexes. Thesis volume 134 pages with the main text, including 10 figures and 9 tables. The attained results are published in 13 scientific papers.

The field of the study refers to the general theory of education.

The purpose of the research is to determine, develop and validate the pedagogical/theoretical and applied foundations of high school museum education within the school-family-community collaboration, structured in the pedagogical model of high school students' museum education.

The objectives of the research: revealing the meaning, specifying and defining the concepts of: museum pedagogy, museum education, museum, museum heritage, culture, collaboration and educational partnership; the analysis of the establish-ment and historical evolution of museums in the Republic of Moldova; identifying the essence of state policies on the optimal exploration and promotion of museum heritage; establishing the criteria for classifying museums, the specifics of the activity and the characteristics of museum management and marketing in the context of ME; defining the conditions and pedagogical strategies for streamlining the ME of high school students; materialization of the formative potential of the ME and of the possi-bilities of the museums to ensure the adaptation of the high school students with the national and universal museum treasure; scientific argumentation, elaboration and validation of the pedagogical model of the museum education of high school students within the school-museum-family-community collaboration, which includes pedagogical foundations (theoretical and applied).

Scientific novelty and originality of research, in general, lies in approaching the museum education of high school students in the school-family-community collaboration, focused on capitalizing and promoting the national and universal museum treasure depending on the age of students. Scientific novelty and originality are mainly objectified by: the pedagogical and social approach of ME; specifying and revealing the meaning of basic concepts, their genesis; of the state policies regarding the optimal exploration of the museum patrimony; examination of scientific guidelines, their correlation with humanistic theories of learning, cognitive development of the person, the structure of educational activities in the context of perspectives on approaching museum pedagogy and education; identifying the possibility of museums to carry out the ME and establishing strategies, including the pedagogical conditions for its efficiency in the collaboration of the museum-educational institution-community; determination of the theoretical foundations, elaboration and scientific argumentation of the praxiological foundations, incorporated in the Pedagogical Model of the museum education of the high school students within the school-museum-family-community collaboration.

The main scientific results gained in the research correspond to its purpose and objectives and contain the conceptualization, epistemology of determining, elaborating, and capitalizing the pedagogical model of museum education of high school students (which incorporates the pedagogical foundations of ME), the implementation of which was achieved through institutional partnership in education, which led to the validation of the functionality of the pedagogical foundations of ME, plus contributing to the cultivation of positive and self-interested attitudes of students, teachers, and parents about knowledge of the museum treasure, national and universal culture.

The theoretical significance of the research is supported by the analysis, revealing the meaning, specifying, and delimiting the concepts of museum pedagogy, museum education, museum, museum heritage, culture, collaboration, and educational partnership; identifying the essence of state policies on the optimal exploration and promotion of museum heritage; establishing the criteria for classifying museums, the specifics of the activity and the characteristics of museum management and marketing; determining the conditions and pedagogical strategies for streamlining the museum education of high school students. The theoretical importance of the research is also observed at the level of clarifying the conceptualization and interpretation of the specifics of the socio-cultural activity of the museum in the context of museum pedagogy.

The applicative value of the research consists in the validation of the set of pedagogical tools/foundations, concentrated in the targeted model, which, through their theoretical and praxiological functionality, have demonstrated their efficiency and flexibility in the ME of students and adults. The research convinced us that the whole set of pedagogical tools developed are functional and can be successfully applied in activities with students and parents, focused on ME. The instruments were validated within the pedagogical experiment and represent the pedagogical foundations-structural components: of the Pedagogical Model of the museum education of high school students, as follows: The epistemological support of ME (the 10 positions-rules); ME stakes; The main and operational pedagogical strategies of ME; The matrix of museum possibilities and the forms of collaboration with the educational institution; The general and specific psycho-pedagogical conditions for streamlining ME; The directions of activity of the museum management; The mechanism of interaction of ME efficiency conditions of high school students; The grid of criteria and indicators for effective ME exploration; ME principles; The institutional project of partnership in education; The curriculum of Museum Education of Students and Adults; Museum’s map; The technology of the museum education; The museum education programs: initiation, training, and counseling of teachers, parents, and museum collaborators.

The implementation of the scientific results was carried out within the pedagogical experiment, that took place in four stages (pilot research / preliminary experiment; finding, training, and verification experiment) on a layered sample, made up of students, parents, teachers, and museum collaborators by capitalizing on the Project. institutional partnership in education and the pedagogical model of ME of high school students, which includes the pedagogical / theoretical-applied foundations; including through scientific publications, communications at methodological seminars, national and international scientific conferences, and meetings of the Steering Committee.