Marisia - Maros Megyei Múzeum Évkönyve 29-30/2. (2010)

Mueum pedagogy

4. classes taking place at the museum under the leading of the teacher/schoolmaster;

5. supplementary or initiative classes organized at the museum on natural science themes, during the school year and also on holidays;

6. museum halls used as creative workshops, workshops or toy libraries with specific inquiring;

7. exhibition activities organized, in collaboration, at school or at the museum’s head quarter, in special fitted places (interactivity halls, multimedia halls);

8. the participation at the museum’s activities (morning schedules, concerts, shows, competitions, films etc.);

9. the promotion of the museum’s patrimonial values through: specialty books, publicity sets, videos, CDs, games, special lines after objects found in the museum’s heritage etc.;

10. activities such as “The students are making the tour of the museum to their parents and teachers”.

Therefore, the students’ availability for changes and innovation has got in the museum the adequate environment, so that it can involve properly than in the traditional classrooms.

The optimization of the school-museum relationship can imply, as purposes, the following aspects:

1. due to the fact than the legal settlements, which are meant to establish that the didactic activities developed at the museum belong to the syllabus, and are missing, it is necessary that the upgraded relationship between the school and the museum, based on partnerships, to contain the followings:- a precise schedule (theme, duration, steps) specialized on each group of age and educational levels, and even for specializations within high school teaching;- the parts’ tasks, obligations and responsibilities;- concrete ways of collaboration;- a scientific based offer.

2. in order to fulfill these specific actions, the museum should have a certain pedagogical space (interactive activities hall, toy library, multimedia hall), with the necessary equipment;

3. the public relations department must have a pedagogical section and a specialized person as a leader, which aims an efficient-raising activity of both, teachers and students, school environment in general;

4. the accomplishment of increasing and enhancing the educative staffs potential in such way, so that it can be done through and in the museum;

5. the diversity of the educational offer released by the museum on age categories through creation workshops, conservation and restoration workshops, workshop-exhibitions, videos, friends of the museum’s club, museum’s volunteers club etc.;

6. the educational activities to be fulfilled in connection with the syllabus requests.

To sum up, the museum is integrated into the educational process as a factor meant to vary the skills and knowledge gained during the school years. These can be viewed at the museum in the form of a concrete and direct representation, offering the student the possibility to perform selections and associations, to accomplish connections and concrete experiments, as a part of an open and active type of learning.

Through their common actions, it is necessary that the museum and also the school to do their best in order to facilitate the scientific knowledge using modern and interactive pedagogical methods. The museum’s intention is not to replace the school’s work, but to enhance it, by allowing students to take part at the pedagogical activities hosted in there.

The collaboration between the museographer and the teacher may be taken into consideration as a modern and effective method in the diversification of the museum’s pedagogical offer, in such a way so that it optimizes the whole educational process.

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The pedagogical museum programme “The European Bats Night”

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