Marisia - Maros Megyei Múzeum Évkönyve 29-30/2. (2010)
Mueum pedagogy
Daniela Ramona BOTOS--------------------------------------------------------------------------2_ Therefore, a second reason which generated this innovation was the fact that the public schools remained the most numerous and steadfast addressee and consumer of the museums message. There were taken into consideration a few minimal demands inquired from the collaboration between the school and the museum. These would be the followings: from the museum-.- the knowledge of the syllabus, the general and specific skills, the scientifical contents solicited for the entire period of the high school education;- the organization of some didactic activities in order to increase the museum’s patrimony and the school needs to consolidate a proper sort of education. from the school:- the welcoming of innovating didactic activities accomplished within a new educational frame provided by the museum’s interactive halls and the diversity of activities hosted in there;- the knowledge of the planning and the conduction of the activities unfolded in this particular environment. *+ from the both sides implied in the process:- the agreement between the museographer and the teacher for a proper collaboration in terms of the accomplishment of the educational objectives established by each side involved in the process.- the agreement established between the museum and the school in terms of the way this whole concrete collaboration has been done and the result’s grading made by the both sides involved in the process. There are several arguments which favor the efficiency of the collaboration between the school and the museum:- the main objectives of the school and the museum happen to be the same; they are in connection with the active and conscious participation of a student on their own formation, the regularity and continuity in studying and also with the accessibility of the subject;- the museum has got the possibility to demonstrate problematic issues in terms of biology themes;- the common educational activities, the integration of the museum-school activities, which increase both prestige, improves and maximize the didactic methods;- the museum has got the possibility to be permanently present in the student’s life, including the holydays. The thorough covering of the syllabus has led to an interesting conclusion. The problem of the collaboration between the school and the museum has been treated more intensely in the pedagogical works released by the museum, than in the case of teaching biology. Biology didactic works, the ones which are the most accessible to the teachers, remained focused on the old habits, generally illiberal organized visit and the lesson developed at the museum as being the most effective way for the activities hosted in this environment. It is necessary that these activities, which are taking place at the museum, to focus rather on discovery, demonstration and experiment, related in a 3D environment, than on sending and illustrating data in the old fashioned way. There were analysed some possibilities in order to diversify the educational offer of the museum, such as: 1. the organized visit at the school’s initiative; 2. the organization of the visit will be fully prepared by both institutions (teacher-schoolmaster-museographer), usually according to the syllabus; 3. the regular classes from school to be supplemented with didactic material from the museum; 170
