Clicca qui per scaricare

Factores para la valoración de las experiencias en museos en el alumnado de primaria. Posible huella del uso de las VTS en el Museo Picasso de Barcelona
Titolo Rivista: CADMO 
Autori/Curatori: Myriam González-Sanz 
Anno di pubblicazione:  2018 Fascicolo: Lingua: Spagnolo 
Numero pagine:  17 P. 30-46 Dimensione file:  501 KB
DOI:  10.3280/CAD2018-002003
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 




The present study analyses elementary school student insights of two school field trips to museums. Students were asked to assess their visit to the Picasso Museum in Barcelona (MPB), where the Visual Thinking Strat egies (VTS) teaching method was applied, and a previous non-VTS visit to another museum. Two items from a student survey were analyzed using quantitative and qualitative content-analysis techniques, in order to determine which aspects were related to positive or negative museum assessments and potential differences between the two visit types. The findings show that a large majority of students positively assessed both museum experiences, with the categories fun, interest, and collection resulting the most salient. Nevertheless, in the MPB students placed importance on the use of VTS and more emphasis on the visit as a learning experience. It is evident that the VTS method made an impression on students, even though some aspects generated controversy among the participants.
Keywords: Heritage education; museum; elementary education; student satisfaction; visual thinking strategies.

  1. Anderson, D., Piscitelli, B., Weier, K., Everett, M., Tayler, C. (2002), “Children’s Museum Experiences: Identifying Powerful Mediators of Learning”, The Museum Journal, 45 (3), pp. 213-231.
  2. Andre, L., Durksen, T., Volman, M.L. (2017), “Museums as Avenues of learning for Children: A Decade of Research”, Learning Environments Research, 20 (1), pp. 47-76.
  3. Bamberger, Y., Tal, T. (2009), “The Learning Environment of Natural History Museums: Multiple Ways to capture Students ‘Views”, Learning Environments Research, 12 (2), pp. 115-129.
  4. Burchenal, M.K., Grohe, M. (2007), “Thinking through Art: Transforming Museum Curriculum”, Journal of Museum Education, 32 (2), pp. 111-122.
  5. Cacheda, M., López, C., Torres, A. (2017), “El programa educatiu del Conjunt rupestre de la Roca dels Moros (Cogul, Lleida): identitat, coeducació i competències per a la inclusió educativa”, Her&Mus. Heritage & Museography, 18, pp. 131-144.
  6. Feliu, M. (2011), “¿Cómo podemos aprender el arte en Educación Primaria? ¡Traslademos las obras de arte al aula!”, Educación artística: revista de investigación (EARI), 2, pp. 86-98.
  7. Fontal, O. (2009), “Los museos de arte: un campo emergente de investigación e innovación para la enseñanza del arte”, REIFOP, 12 (4), pp. 75-88.
  8. González-Sanz, M., Feliu-Torruella, M., Cardona-Gómez, G. (2017), “Las Visual Thinking Strategies (VTS) desde la perspectiva del educador patrimonial. DAFO del método en su aplicación práctica”, Revista de Educación, 375, pp. 160-183.
  9. Griffin, J. (2004), “Research on Students and Museums: Looking more closely at the Students in School Groups”, Science Education, 88 (1), July, pp. 59.70,
  10. Hervás, R.M., Tiburcio, E., Sánchez, A.M. (2017), “Opinión de los públicos potenciales sobre las razones por las que no visitan los museos”, Cadmo. Giornale Italiano di Pedagogia Sperimentale, 2, pp. 103-115.
  11. Housen, A. (1999), Eye of the Beholder: Research, Theory and Practice. En Aesthetic and Art Education: A Transdisciplinary Approach. Lisboa: Fundación Calouste Gulbenkian, -- www.vtshome.org/system/.../EyeoftheBeholder.pdf.
  12. Lacasa, P., García-Varela, A.B., Martínez, R., Checa, M., Del castillo, H., Cortés, S. (2006), Programa didáctico DAP (Primer informe de seguimiento). Alcalá de Henares, Universidad de Alcalá de Henares, -- http://archivo.uah-gipi.org/Arte%20_viva_Primer_Informe_15_03_06.pdf.
  13. Pou, C. (2002), Evaluación del programa Mira!. Un método interactivo de reflexión a través del arte. Laboratori de les arts (1998-2002) (Informe sin publicar). Barcelona: Fundación La Caixa.
  14. Santacana, J., Martínez, T., LLonch, N., López, V. (2016), “¿Qué opinan los adolescentes sobre los museos y la didáctica?”, Didáctica de las Ciencias Experimentales y Sociales, 31, pp. 23-38.
  15. Tishman, S., Palmer, P. (2006), Artful Thinking; Stronger thinking and learning through the power of art (Final report). Cambridge: Universidad de Harvard, -- http://www.pz.harvard.edu/sites/default/files/ArtfulThinkingFinalReport-1.pdf.
  16. Viladot, P. (2015), Motivacions, expectatives i objectius del professorat en les visites als museus de ciència (Tesis doctoral). Barcelona: Universitat de Barcelona, -- http://diposit.ub.edu/dspace/handle/2445/122115.



  1. Gregorio Sánchez-Marín, María Encarnación Lucas-Pérez, Antonio José Carrasco-Hernández, Gabriel Lozano-Reina, Catalina Nicolás-Martínez, THE INFLUENCE OF SELF-ASSESSMENT ACTIVITIES ON STUDENT LEARNING OUTCOMES in Journal of Management and Business Education /2018 pp. 28, DOI: 10.35564/jmbe.2018.0003
  2. Almudena Macías Guillén, Miguel Ángel Sánchez de Lara, Miguel Prado Román, EVALUACIÓN DE LA IMPLANTACIÓN DE APRENDIZAJE BASADO EN PROYECTOS COMO HERRAMIENTA PARA EL ESTUDIO DE LA ECONOMÍA DE LA EMPRESA in Journal of Management and Business Education /2018 pp. 190, DOI: 10.35564/jmbe.2018.0014

Myriam González-Sanz, in "CADMO" 2/2018, pp. 30-46, DOI:10.3280/CAD2018-002003

   

FrancoAngeli è membro della Publishers International Linking Association associazione indipendente e no profit per facilitare l'accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche