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Diseño y validación de un cuestionario para el estudio de la relación y colaboración museo y escuela (MUSELA DOC)

DOI:10.6018/reifop.22.1.356991
Authors:
Ainoa Escribano-Miralles at University of Murcia
Ainoa Escribano-Miralles
Francisca José Serrano Pastor at University of Murcia
Francisca José Serrano Pastor
Pedro Miralles Martínez at University of Murcia
Pedro Miralles Martínez
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Abstract

El propósito de este estudio ha sido diseñar y validar el instrumento de recogida de información Museo y Escuela, relación y uso para la enseñanza de la historia destinado a docentes (MUSELA DOC). En el procedimiento de análisis se valoraron las características psicométricas del instrumento, su validez de contenido, confiabilidad y validez de constructo adoptando un diseño descriptivo analítico, fundamentalmente cuantitativo. Las estrategias utilizadas fueron un estudio piloto y un análisis externo en el que participaron dieciocho expertos. Los participantes debían valorar el instrumento utilizando una escala de validación, diseñada ad hocy estructurada en tres partes diferenciadas. La escala se componía de cinco dimensiones que sustentan las bases conceptuales del instrumento. El análisis de la confiabilidad del cuestionario, mediante el método alfa de Cronbach, ha arrojado un coeficiente de .57 para los 38 ítems analizados de la escala global, lo que indica una consistencia interna moderada. MUSELA se establece como uno de los primeros instrumentos de recogida de información cuantitativa sometidos a un proceso de validación y encargado de analizar la planificación y modos de colaboración entre el museo y la educación formal. The purpose of this study was to design and validate the Museum and School information collection tool, relationship and use for teaching history to teachers (MUSELA DOC). The analysis procedure consists of the study of the psychometric characteristics of the instrument, its validity of content, reliability and construct validity. The quantitative design is analytical descriptive. The strategies used were a pilot study and an external analysis in which eighteen experts participated. The participants had to assess the instrument using a validation scale, designed ad hoc and structured in three different parts (presentation of the purpose of the research and the objectives of the questionnaire, instructions for completion, items that should be analyzed according to the adequacy, relevance, relevance and orthographic correction through a scale of numerical estimation with five values).The scale consisted of five dimensions that support the conceptual basis of the instrument. The analysis of the reliability of the questionnaire, using Cronbach's alpha method, has shown a coefficient of .57 for the 38 items analyzed on the global scale, which indicates a moderate internal consistency. Two questions have had to be excluded from the analytical process because they do not have enough variability.
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... The tool used for the data collection was the MUSELA© questionnaire in its tw versions (aimed at teachers -MUSELA DO-and museum educators -MUSELA EDU elaborated ad hoc and validated via a study which was both exploratory and confirmato [37]. ...
... The tool used for the data collection was the MUSELA© questionnaire in its two versions (aimed at teachers -MUSELA DO-and museum educators -MUSELA EDU-), elaborated ad hoc and validated via a study which was both exploratory and confirmatory [37]. ...
The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education
Article
Full-text available
  • Apr 2021
The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA© questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.
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... The construction process of the questionnaires was forged from the main theoretical principles regarding the educational potential of museums [35,36,65,66]), the importance of the educational agents who intervene in the interaction between heritage and education [31], models of collaboration which are established between museums and schools [67] and the need for sequential planning of school visits to museums [14,33,68]. ...
Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History
Article
Full-text available
  • Apr 2021
(1) The use of heritage in fieldwork, enabling the analysis of historical sources in museums via school trips, contributes towards the development of historical thinking and the formation of active, participative and critical citizens within the field of formal education (2) The general objective of the present study is to estimate the value which teachers and museum educators confer upon museums and school visits in the stages of early years, primary and secondary education. The research method employed is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers, who visited two archaeological museums with their class groups in order to carry out an activity relating to the subject of history, and 18 museum educators. The data collection tool was the MUSELA © questionnaire. (3) The main results indicate that both teachers and educators agree that it is the responsibility of the educator to connect the visit with the interests of the group. 70% of the museum educators are totally in agreement with the academic perspective provided by museums, and more than 75% of the teachers and museum educators are totally in agreement with the fact that the objective of museum visits is to increase knowledge and cultural experience. (4) Educational agents’ understanding of the use of visits to archaeological museums as field trips for history work is a challenge that must be confronted over the coming decade. It is necessary to promote a model of collaboration that develops interaction by generating common educational projects.
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Validación de instrumentos para la valoración de las relaciones abuelos-nietos en Educación Primaria
Article
Full-text available
  • Feb 2023
This study presents the results of the validation process of two data collection instruments on the inclusion of grandparent-grandchild relationships in Primary Education. Two ad hoc questionnaires were designed for the families of the students and the teachers (CUABU-F and CUMEABU-D) with the aim of assessing their conceptions of the roles and profiles of grandparenting and their influence on the development of school children’s identity. From a quantitative approach and with an analytical design, the content validity was estimated through expert judgment, the internal consistency (Cronbach's Alpha model) and the construct validity (Principal Component analysis) of both instruments. An instrumental research design that consisted of two phases was used. In the first one, seven experts participated, who judged the questionnaires based on a scale developed for this purpose. The second phase consisted of a pilot study where information was collected from 110 teachers and 72 parents of Year 5 students in the Region of Murcia. The results showed that the instruments had content validity in terms of their pertinence, coherence, sufficiency, adequacy, relevance and clarity. Furthermore, both instruments revealed fairly high reliability and adequate construct validity. These questionnaires allowed for the diagnostic evaluation of a project that promotes grandparent-grandchild relationships in Primary Education classrooms. En esta investigación se presentan los resultados del proceso de validación de dos instrumentos de recogida de información sobre la inclusión de las relaciones abuelos-nietos en Educación Primaria. Se diseñaron dos cuestionarios ad hoc dirigidos a las familias del alumnado y a los docentes (CUABU-F y CUMEABU-D), con el objetivo de valorar sus concepciones sobre los roles y perfiles de abuelidad y la influencia de estos en el desarrollo de la identidad de los escolares. Desde un enfoque cuantitativo y con un diseño analítico se han estimado la validez de contenido mediante el juicio de expertos, la consistencia interna (modelo Alfa de Cronbach) y la validez de constructo (análisis de Componentes Principales) de ambos instrumentos. Se trata de una investigación instrumental que constó de dos fases. En la primera participaron siete expertos que juzgaron los cuestionarios a partir de una escala elaborada para tal fin. La segunda fase consistió en un estudio piloto donde se recogió información de 110 docentes de Educación Primaria y 72 padres y madres del alumnado del 5.º curso de dicha etapa educativa de la Región de Murcia. Los resultados evidenciaron que los instrumentos poseían validez de contenido en cuanto a su pertinencia, coherencia, suficiencia, adecuación, relevancia y claridad. Además, ambos revelaron una confiabilidad bastante alta y una adecuada validez de constructo. Estos cuestionarios permitirán la evaluación diagnóstica de un proyecto que fomente las relaciones abuelos-nietos en las aulas de Educación Primaria.
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LA EDUCACIÓN PATRIMONIAL EN CONTEXTOS FORMALES. BALANCE DE LA SITUACIÓN ACTUAL EN ESPAÑA
Chapter
Full-text available
  • Dec 2016
Resumen En la última década la educación patrimonial ha desarrollado en España un sólido cuerpo metodológico y teórico. Recientemente nuestro país se ha dotado de tres herramientas clave para la mejora de la educación patrimonial: el currículo educativo, el Observatorio de Educación Patrimonial en España, y el Plan Nacional de Educación Patrimonial en España. A lo largo del presente capítulo abordamos cada uno de estos instrumentos, así como su contribución en la consolidación del trabajo educativo en materia de patrimonio y en la detección de necesidades y ausencias que, una vez detectadas y solventadas, contribuirán a sentar las bases de una educación integral de calidad en el sistema educativo. Palabras clave: educación patrimonial, currículo educativo, patrimonio. 2 El patrimonio y la educación patrimonial, dos conceptos consolidados La educación patrimonial ha experimentado una importante evolución en nuestro país en la última década, desde los primeros intentos por definir el concepto patrimonio, hasta la conformación de una disciplina cada vez con más peso en las políticas educativas, en la gestión patrimonial y en el ámbito científico. La especialización en el estudio de la educación patrimonial se ha desarrollado a través de diversos grupos de investigación, autores e investigadores, por medio de un creciente número de proyectos competitivos y tesis doctorales, constituyéndose como foco de interés en la investigación específica de las Ciencias de la Educación. En los intentos por acotar la terminología, han sido múltiples y variados los enfoques otorgados a la educación patrimonial (historicista, sociológico, humanista, etc.). La interpretación varía en función de la comprensión de la educación y el patrimonio de que se parta. Desde nuestra postura, comprendemos la educación como un proceso dinámico entre dos o más personas, para favorecer el desarrollo de las capacidades potenciales de los alumnos. Se trata de un proceso continuo a lo largo de toda la vida, ya sea en los ámbitos de educación formal, no formal e informal, pues éstos ciertamente están interconectados, proporcionándonos una de las claves para abordar el concepto patrimonio: las personas; éstas deben ser el eje central y el punto de partida en todo proceso formativo. Cuando hablamos de patrimonio lo hacemos en referencia a su vertiente cultural, es decir, a los bienes elaborados por las personas a lo largo de la historia y también en el presente y que poseen un valor especial. En este sentido Fontal (2003, p.30) define cinco dimensiones clave:-Se presenta en un soporte material, inmaterial y espiritual.-Está sujeto a la atribución de valores.-Define y caracteriza a individuos, grupos y culturas (define identidades).-Caracteriza contextos.-Se transmite generacionalmente. 3 Sobre estas consideraciones concebimos el patrimonio como el conjunto de relaciones que las personas establecen con los objetos, tanto aquellos heredados como contemporáneos, y que juegan un papel clave en la definición de la identidad personal, social y cultural. Por tanto, el concepto de patrimonio que manejamos es amplio, subjetivo y dinámico; no depende de los objetos o bienes sino de los valores que la sociedad en general les atribuye en cada momento de la historia, determinando así qué bienes son los que hay que proteger y conservar para la posteridad. Hoy en día existen diversos documentos que, tanto en la escala internacional como nacional, amplían nuestra visión del concepto de patrimonio, incorporando bienes materiales e inmateriales, considerando aspectos de carácter tradicional, industrial, contemporáneo, promoviendo actitudes de conocimiento, comprensión y sensibilización, que activan la transmisión, la protección, el cuidado y la enseñanza, fijando cada vez menos límites temporales. Por todo ello, la educación patrimonial podría definirse como la disciplina que se encarga de la educación de/para/desde/hacia y con el patrimonio; las preposiciones son importantes, pues desvelan prioridades y, detrás, enfoques y modelos. Si tomamos el patrimonio como disciplina base, ésta ha de girar en torno a los bienes patrimoniales. Desde este enfoque surgen modelos centrados en el currículum, es decir, en los contenidos. Este es el modelo tradicional basado en la transmisión de contenidos donde el profesor es el contenedor y debe instruir a los alumnos en el conocimiento de contenidos cerrados. En cambio, si concebimos la educación como disciplina referente, la educación patrimonial se centrará en los sujetos, en sus aportaciones para el desarrollo integral de la persona y las relaciones que éstos establecen con los bienes patrimoniales. García Valecillo (2009, p.274) señala, en este sentido, que la educación como disciplina de referencia proporciona una estructura metodológica clave para diseñar estrategias particulares en torno al patrimonio cultural. A medida que el concepto de patrimonio se enriquece, en la educación adquiere un papel de mediador cultural internacional. Las asignaturas tradicionales en las que se impartía este contenido devienen en compartimentos estancos que encorsetan la nueva dimensión horizontal del patrimonio. Como señala Fernández Salinas (2005, pp. 7-18), el binomio educación y patrimonio-desarrollo es una de las mejores vías de futuro para consolidar su papel de forma horizontal en los currícula educativos, por las razones siguientes: 4-Los contenidos patrimoniales deben ser incorporados a muchas disciplinas, estableciendo estrategias de comprensión compleja e interrelacionada de sus contenidos.
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Educación patrimonial para la inteligencia territorial y emocional de la ciudadanía
Article
Full-text available
  • Jul 2017
The EPITEC research project (2016-2019) is grounded in a conceptual framework from systemic, interdisciplinary, symbolic identity, socio-critical and constructive perspective of heritage education. The research is organized around tables of categories, subcategories, indicators and descriptors that allow a rigorous and qualitative analysis of the practice. On the one hand, these instruments are a reference for the design of teaching proposal to experience and the other research instruments (interviews, focus groups, data recording sheets). On the other hand, these instruments are going to be used for case studies in museums (historical, artistic, ethnological, scientific and nature) in different countries (Spain, Portugal, Italy, Argentina, Chile and the United States) in order to compare the results and establish differences and similarities in relation to best practice. The objectives of this study are focused on determining the main characteristics of the teaching proposals which connect from the formal school environment and the heritage institutions; to know the potential of heritage education can have to work with territorial and emotional intelligence issues; identify obstacles which does not let develop educational proposals; and designing, testing and evaluating curriculum proposals from the current educational paradigm in the field of heritage education. The main expected results of this project is provide knowledge related to the connections between inter institutional and international in order to develop a teaching and learning heritage which let socialization, integration into social and educational networks provide and its economic environment as well as the establishment of emotional connections.
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Learning at the museum: Factors influencing visit length
Article
  • Feb 2017
Museum attendance is often seen as a chance for visitors to learn and thus increase their cultural capital. However, a share of the visitors may decide to attend museums for reasons other than cultural capital accumulation. This article investigates whether learning process takes place also in the case of tourists whose main motivation for the visit is recreational. Different attitudes towards cultural consumption may have a role in explaining visit length, seen as a proxy for learning. We present an empirical analysis of the determinants of both willingness to stay and actual length of stay at a museum. Evidence is based on a survey of tourists visiting the Italian museum of Vittoriale. Generalized ordered logit under partial proportional odds assumption and Cox proportional hazard models are used to assess the role of the covariates. A set of economic, socio-demographic, trip-related and psychographic controls is tested, with particular emphasis on motivation.
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A day at the museum: The impact of field trips on middle school science achievement
Article
Field trips are an important feature of the United States’ education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. It is critical to understand how field trips and other informal learning experiences contribute to student test scores, but little research has explored the impact of field trips on standard measures of academic learning. In this study, I used 6 years of student-level data to estimate the impact of field trips to informal science education institutions on New York City students’ performance on the state’s standardized eighth grade science exam. Using a rigorous identification strategy with school fixed effects to capitalize on variation in field trip participation within schools over time, I found small positive effects of exposure to field trips on students’ science test scores and proficiency. Effects were largest for Hispanic students and those who qualified for free or reduced-price lunch. This evidence that field trips can contribute positively to student achievement is meaningful for policymakers and administrators, as it suggests schools can provide enrichment experiences that families desire without sacrificing student test scores. The study suggests that field trips might be an effective tool for reducing achievement gaps.
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Objects prompt authentic scientific activities among learners in a museum programme
Article
  • May 2016
Although the scientific disciplines conduct practical work in different ways, all consider practical work as the essential way of connecting objects and phenomena with ideas and the abstract. Accordingly, practical work is regarded as central to science education as well. We investigate a practical, object-based palaeontology programme at a natural history museum to identify how palaeontological objects prompt scientific activity among upper secondary school students. We first construct a theoretical framework based on an analysis of the programme’s palaeontological content. From this, we build our reference model, which considers the specimens used in the programme, possible palaeontological interpretations of these specimens, and the conditions inherent in the programme. We use the reference model to analyse the activities of programme participants, and illustrate how these activities are palaeontologically authentic. Finally, we discuss our findings, examining the mechanism by which the specimens prompt scientific activities. We also discuss our discipline-based approach, and how it allows us to positively identify participants’ activities as authentic. We conclude by discussing the implications of our findings.
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Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students // Validez transcultural del “Cuestionario de Clima Motivacional de Clase”: Comparación entre estudiantes franceses y españoles
Article
The objective of this study was to obtain evidence about the cross-cultural validity of the “Classroom Motivational Climate Questionnaire” (CMCQ), developed recently for Secondary and High-School students. With this purpose, French and Spanish Secondary and High School students’ results were compared. A total of 749 French students formed the group to be compared with the original Spanish sample. To validate the CMCQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The results showed that CMCQ is a reliable and valid instrument to measure motivational climate in France as in Spain. It allows detecting which learning patterns can to be changed for improvement, and predicts to a large extent the satisfaction level with the teacher. Likewise it showed some existing differences between Spanish and French students in the motivational role attributed to some teacher’s strategies, differences whose theoretical and practical implications are discussed.
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Developing a Model for Technology-Based Museum School Partnerships
Article
  • Jul 2015
In 2012, The New York Institute of Technology and the Albany Institute of History & Art collaborated to increase the capacity of museum educators and classroom teachers to develop successful partnerships and deliver new programs through the use of web-based technologies. The project aligned the content expertise of museum educators from throughout the United States with the needs of New York State K-12 teachers to develop, test, and implement content rich classroom lessons that integrated Common Core Standards in English Language Arts and Mathematics using three web-based distance learning tools: Safari Montage, BlackBoard Collaborate, and Moodle. This article addresses the successes as well as the challenges,from technical glitches to issues in pedagogical approach faced by participants, and suggests directions for the future of web-based museum program delivery.
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Communities of practice and participatory action research: The formation of a synergy for the development of museum programmes for early childhood
Article
  • Mar 2013
This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children’s activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new ‘knowledge strategy’, which in theoretical terms will guide future developments.
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