How Secondary History Teachers Use and Think About Museums
Current Practices and Untapped Promise for Promoting Historical Understanding
Bibliographic Data
| ID | 11070809 |
|---|---|
| Authors | Alan S Marcus (0000-0003-4835-8565, University of Connecticut, corresponding author), Thomas H Levine (0000-0003-3460-776X, University of Connecticut), Robin S Grenier (0000-0002-1414-7789, University of Connecticut) |
| Year | 2012 |
| Volume | 40 |
| Issue | 1 |
| Pages | 66-97 |
| Publication date | 2012-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2012.649466 |
| OpenAlex | W2054448375 |
| Language | EN |
| Citations received | 14 |
| References cited | 41 |
Museums have great potential to help secondary students develop a deep understanding of the past; however, we know little about what history teachers actually do or want to accomplish when they utilize museums. In this study, the authors draw on questionnaire and interview data from 94 secondary history teachers in Connecticut in an effort to understand teachers' objectives, practices, and dilemmas in using museums. The results indicate that while teachers value museums for their potential to promote historical understanding, a number of factors limit the quantity and quality of museum trips, including cost, logistics, and teachers' level of knowledge and skill related to museums. Many teachers view museums as authoritative and do not ask students to evaluate the way museums present the past, thus neglecting the potential of museums to promote historical thinking. In addition, teachers implement practices to prepare students for museum visits; few, however, use follow-up activities or tap museums' virtual and human resources to promote history learning in the classroom. Better professional preparation and ongoing professional development could position teachers to realize the promise of museums to promote deep—and lifelong—learning of history
Historical Thinking · Lifelong learning · Museum education · Pedagogy · Political science · Professional development · Public relations · Quality (philosophy · School teachers · Sociology · TRIPS architecture · Value (mathematics · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Engineering · Museums and Cultural Heritage · Psychology
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| Unique citing works | 14 |
|---|---|
| Citations per year | 1,08 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |