Eötvös Loránd University Faculty of Pedagogy and Psychology Doctoral Program of the Institute of Education
E E L L E E K K E E S S É É V V A A
Adopting the availabilities of environment conscious behavior during the children programmes of the Please Touch Section
of the
Hungarian Museum of Natural History
Ph.D Thesis
Supervisor:
Györgyiné Dr. Koncz Judit, Habil
BUDAPEST 2012
Introduction, justification of the Research
During the last century the Earth has become overpopulated which resulted into the remission in natural habitats and sources, therefore enhancing economic growth turned out to be the most urgent problem to be solved for mankind. The relationship between human beings and nature in our changing, plural world undergoes a continuous transformation. It is the pedagogy of sustainability that involves all the principles which applied in practice enables our society to educate the youth to become environmentalist. Making young people be aware and activist of our environment is part of modern knowledge in the 21st century. It is such value that provides sustainability of long-term life on our planet.
Sustainable development of the society is a key issue which depends on the new generation, therefore the child is in the focus of the research.
Educational input affecting his personality improves his system of views concerning the environment, upgrading his environmental awareness and participation to a higher level, developing his environmental and social competences. Being in possession of know-how, his abilities and attitudes will enable the child to recognize and analyze ongoing ecological problems elaborating and performing proceeding strategies and inspecting its results.
It is obvious that by leaps and bounds the expectations of young museum visitors towards publicly owned entertaining facilities have been transforming continuously. Applying visitor-friendly approach of museums in the educational process could be more effective if we considered the needs of the children of our times. That is why reconsideration of pedagogical environment is so essential especially by pedagogical approaches of the issues of motivation, playful education and embedding theoretical knowledge.
Conceptual limits of the research
The title of the memoir contains the terminology of nature-conscious behavior. The monitored activity was created and went on according to the pedagogy of sustainability including the ideas of environmental education.
Using the terminology of nature conscious behavior has only technical reasons, which is based on the practical experience of the researcher observing that the pedagogy of sustainability is not adequate enough and not so easily understandable for Hungarian people.
„Museums are institutes consisting of a scientifically systemized collection of cultural goods. The main task of the museum is to continuously collect, register, preserve, and restore the particular substance
of cultural goods and scientific processing, publication and presentation of these goods on exhibitions and other displays also forms its main profile.”(1997. year CXL.Law 42 §(1)
„In order to place our institutions into the limelight of the cultural life of our society the institution is to be defined as a modern knowledge center where sustaining and providing good level of entertaining, scientific and knowledge franchisor functions is an inevitable social interest and at the same time an obligation as well.”(Vígh.2010.22)
The target of the research
The research was in progress in the Hungarian Natural History Museum between 2007 and 2011. It was aimed to:
• establish scientifically the theoretical and practical methodology of the activities held in the Please Touch Section of the museum
• actualization of the syllabus of an audience programme ongoing for one and a half decades and refreshing the methodology applied in education
• the enrichment of the theory and practice of the domestic scientific museum pedagogy and its development on the basis of the pedagogy of sustainability
• quality improvement of an activity being in process in the Hungarian Natural History Museum
The result of the theoretical and practical research is being upgraded to the frontline of the domestic scientific museum pedagogy. It presents the role of the tangible exhibition objects in encouraging children’s activity controlled by their inner motivation considering scientifically established theoretic and practical background knowledge as well as the assessment of the pedagogical measurement results, which were also pedagogically successful and applied in practice.
The method and the procession of the research
The thesis introduces the first pedagogic experiment of the domestic scientific museum pedagogy with a methodological attitude. It was an individual research without any financial support according to the rules of pedagogic researches respecting the ethic obligations towards the informants. The researcher, the museum educator who gave the lessons, the data collector and processor was the same person. The research was proceeding as a museum pedagogy experiment and went on for four years without an interruption. Initially the observation happened occasionally, and then along the designated target, concerning the pedagogical methods
applied during the lessons and the impact of tangible exhibition objects on the visitors. The examination of the references and the opinion research concerning the programme and the equipment of the Please Touch Section of the Museum went on in parallel. Later deductions made by mock lessons and mock surveys inspired the lesson plans and the real surveys. The process ended up in the data processing and thesis writing.
Hypotheses
1. The view system about environment protection of a museum visitor child improves better by a museum pedagogical lesson than visiting the museum exhibition individually.
2. By museum pedagogical lessons dealing with environmental education the child’s nature conscious behavior can be improved on the basis of the principles of sustainable development.
3. The child’s ability of thinking develops at a highly increased rate as a result of attending a museum pedagogical lesson and by his individual exploration.
4. Tangible exhibition objects contribute significantly to evolution of enduring museum experiences as well as gaining new knowledge.
5. The educator’s point of view concerning nature and environment protection strongly determines whether his group will be educated to attain nature conscious behavior empirically or in a mainly verbal way in traditional school surroundings.
The theoretical background of the empirical research
The parameters establishing theoretical background are the following:
• reform pedagogy
• the scientific results of contemporary pedagogy with particular reference to the pedagogy of sustainability
• the general educational role of the museum
In the presentation of the theoretical background of the research those results are highlighted which somehow effected the experimental museum pedagogy programme. Establishment of the theoretical background was modeled by the configuration of classical methodology books accepted in domestic pedagogy. The units represent the child-centered view in every element of the pedagogic environment: educational concept, educational aim, the child, the teacher, disciplining, motivation, games, gaining knowledge and lesson plan.
The educational aim is to perform a quality change in the child’s views about environmentalism by increasing his view system and commitment to
environmentalism developing his particular characteristic features. The aim is to enrich the child’s environment:
• to develop a new manner of information handling
• systematizing, flexible, creative thinking with a holistic view
• the development of the new thinking structures necessary in the 21st century to protect the environment.
The child’s psychic development happens during the lesson by way of planned education. The child-centered development is in harmony with the social expectations, his foster age peculiarities considering personal aptitudes. The museum educator turns to the visitor affectionately with special attention during every minute of the lesson. He tactfully leads the visitor’s attention through the objects on display helping him to form his individual museum experiences. His main characteristic feature is the creative pliancy. Tangible exhibition objects promote the education process and the indirect educational effect of the preceptor processed during the games. The preceptor does not discipline, he organizes the lessons and makes use of the preparations in a way that gradually inspires the child to regulate his inner discipline instinctively.
The methods motivating the applied learning combines the motivation techniques of reform pedagogy and modern ages adopting the elements of those, which may help in catching the visitor’s interest and increasing it for environmentalism. Motivation may happen in the listed ways:
• with the spirituality of the lesson
• with the processed topic
• with educational methods
• with the behavior of the preceptor
• with tangible exhibition objects
• with the furniture of the room
• with presented attractions.
Games during a museum lesson are pedagogic methods of education and also an opportunity for the children for not only meaningful entertainment but the development of competences influencing their nature conscious behavior. Game types applied in gaining knowledge are:
• role plays
• constructing games
• rule games
Games create an opportunity for a balanced development of the cognitive and affective sphere. In the experiment developing complex cognitive skills (Nagy.2000.97) means the strategic plan being connected
with environmentalism that is highlighted by creating and expanding the strategic scheme as well as developing flexible creative thinking. The positive experience being connected with museum learning can be promoted by stimulating the affective sphere. The child acquires new knowledge being in an optimal learning state (Dryden,G and Vos, J.
2005.301) and under pedagogical effect. The child’s quality development can be expected after visiting the museum due to his education.
Characteristic features signaling the existence of nature conscious behavior:
• his behavior is inspired by his environmentalist views
• he is able to practice his own social function
• in his everyday life he is able to achieve simple environmentalist activities either individually or in a group
The museum lesson with a natural conservation topic helps the school environmental education by coming along with it hand in hand and functionally complementing it. During the experimental museum pedagogy lesson the child
• obtains experiences
• gains courage and self-reliance to think and act individually
• forms an opinion about his own opportunities, his knowledge, his abilities and attitudes
• his self-knowledge and self-image develop expectedly in a positive
• way in connection with sustainable development.
Peculiarities of the sample
Child groups arriving randomly at the Hungarian Natural History Museum formed the pattern of the research.
The groups of junior level students were guided by teachers of junior level students, of particular subjects and form teachers guided. Children represented the sample from 1-6 grades who gave the population of museum visitors. The group’s participation in the pedagogic experiment was allowed by their escorting teachers. Children attended the experimental lessons and filled in the questionnaires voluntarily giving their permission to record the lessons with camcorders. The examined sample is exempt from extremity and homogeneous. Thorough grounding and mental needs of the respondents from the aspect of museum visiting habits is very near.
The sample represents the mass of museum visitors but not the population of the country.
Data acquisition, data processing, applied statistical methods
Data acquisition happened during paid museum pedagogy lessons.
Applied methods in taking sample were:
• interviews
• questionnaires
• recording with camcorders.
In the initial period of data acquisition interviews were made, in the middle section questionnaires were filled in while in the final phase lessons were observed and recorded with camcorders. Interviews were not expedient methods of collecting information concerning 6-12 year old museum visitors. Filling in the questionnaires took ten minutes. The questionnaires contained ten open questions, which were short and words on some places were substituted by schematic illustrations. From the aspect of quality the most significant data was gathered by observing the lessons with camcorders. During the creation of databases answers were recoded numerical figures in order in order to reduce great variety of basic.
Databases were created by using Microsoft Excel, statistic calculations were made by using SPSS software. Applied statistical methods were:
• Wilcoxon test
• Mann-Whitney test
• Chi-square test
• Independent Samples T-test.
Justification of hypotheses set up in the initial section of the museum pedagogy experiment
The first hypothesis is about the complexity of museum visitor children’s view system. The Mann-Whitney test was made with statistic calculations between two respondent groups of museum attending children and children taking part in museum lessons. Analyzing statistical results we can discover how significant the improvement is in the educated child’s psyche, whether his view system becomes wider due to environmental education during museum pedagogy lessons, and the achieved educational result can be predicted or not in education being in progress under similar circumstances.
Class Asymp. Sig.
(2-tailed) (p)
Probability levels (%)
1. Hypothesis 1. class 0,016 98,4 % > 95 % fulfilled 2. class 0,004 99,6 % > 95 % fulfilled 3. class 0,031 96,9 % > 95 % fulfilled 4. class 0,046 95,5 % > 95 % fulfilled 5. class 0,028 97,2% > 95 % fulfilled 6. class 0,321 67,9 % < 95 % not fulfilled
Results of the Mann-Whitney test after verification of the first hypothesis
According to the null hypothesis the two examined groups are the parts of the same multitude: children’s performance characterized by their view system is independent from whether they took part in a museum pedagogy lesson nor not.
Based on the results of mathematical statistical calculations it is stated that the null-hypothesis can be rejected with more than 95% probability in case of the first, second, third, fourth and fifth classes. It can be adjusted with more than 95% certainty that the performance of the two groups depends on their participation in museum lessons, so presumably positive changes happen in the child’s psyche. In case of sixth class students the hypothesis was not fulfilled in consequence of it methods applied during the educational process are to be reconsidered. Based on the results it can be declared that view system of museum visitor children develops more by environment protection than in can be expected by individual exhibition visits.
The second hypothesis deals with the development of nature conscious behavior among museum visitor children due to their education. During the review of the assumption ordinal data was used in the statistical calculations of the Wilcoxon test, which were gained from the same respondent group.
According to the null hypothesis development in the child’s psyche influenced by education results such a change that is expressed in the educated child’s hierarchy in his own foster group. As a consequence of the hypothesis development during the educational process leads to a positive hierarchy change.
Results of the Wilcoxon test during the verification of the second hypothesis
The results showed that probability levels stayed under 95% in every case, so the second assumption turned out to be true. The children’s level of knowledge compared to each other did not change significantly.
The review of the hypothesis also happened with the Mann-Whitney test. With the help of this test measurable and generalized development can be pointed out in the child’s preparedness level, knowledge and willingness to act.
Class Asymp. Sig.
(2-tailed) (p)
Probability levels (%)
The 2. hypothesis
1. class 0,001 99,9 fulfilled
2. class 0,001 99,9 fulfilled
3. class 0,001 99,9 fulfilled
4. class 0,001 99,9 fulfilled
5. class 0,001 99,9 fulfilled
Results of the Mann-Whitney test during reviewing the second hypothesis
The hypothesis came true in all cases according to the result of the test.
Probability level generalized to big population in all cases was 99,9% and its value was 0.001. These results manifested that development in the child’s nature conscious behavior due to his education is obvious. Therefore we can declare that education during museum pedagogy lessons was effective. Contradicting results of Wilcoxon and Mann-Whitney tests justify that we can not accomplish miracles in education during 45 minute museum pedagogy lessons. During this time the child’s ethical norms influencing his environmentalist views does not change on the other hand the visitor children’s community thinking dealing with the topic can be sensitize. With
Class Asymp. Sig.
(2-tailed) (p)
Probability levels (%)
A 2. hypothesis
1. class 0,953 4,7 % not fulfilled
2. class 0,413 58,7 % not fulfilled 3. class 0,357 64,3 % not fulfilled 4. class 0,867 13,3 % not fulfilled
5. class 0,909 9,1% not fulfilled
the help of suitable pedagogic methods it is possible to call his attention to the problems and solutions of the relationship existing in the society concerning nature-economy and society.
The third hypothesis is about the development of the child’s thinking ability. According to the assumption the child’s thinking ability, which influences his nature conscious behavior develops by his education. The review of the hypothesis happened in two ways. Although the applied statistical method in both cases happened with the help of Mann-Whitney test the target of the two studies was different. The studied groups were different in two cases. The first examination manifested the significance level in the development of thinking of the individual museum visitor and the visitor who took part in a lesson dealing with nature conscious education. The second examination manifested the significance level in the development of thinking in different aged groups if both groups had the same environmental preceptoral effects.
class Number of people rank average
signifi- cance level
probability level(%)
The third hypothesis 1. control group: 59
sample:49 altogether:
108
63,73 46,83
0,001 99,9 fulfilled
2. control group: 64 sample: 67 altogether:
131
78,95 53,63
0,000 99,9 fulfilled
3. control group: 107 sample: 33 altogether:
140
78,49 44,61
0,000 99,9 fulfilled
4. control group:168 sample: 67 altogether:
235
129,76 88,50
0,000 95,4 fulfilled
5. control group55:
sample: 25 altogether:
80
43,40 34,27
0,020 98 fulfilled
6. control group: 72 sample: 15 altogether:
87
44,51 41,53
0,572 42,8 not fulfilled
Results of Mann-Whitney test according to the exhibition visitor groups and groups taking part in museum pedagogy lessons
The results manifested that the significance level in case of the five classes is p<0.05, which shows that expected development happened in the child’s consciousness due to his education is over 95%, therefore it can be successfully repeated in case of great number of museum visitor population.
Based on the computational results of the sixth class we can deduct that education in their case was not efficient enough: p=0.572>0.05.
Consequently critical review and change of the applied pedagogic environment in that age group is urgently needed and later on new efficiency examination is being made.
Class Number of
people
rank average
signifi- cancy level
probabi lity level (%)
The third hypothesis control group: 1. c.
sample: 2. c.
control group: 49 sample: 67 altogether: 116
58,1 58,8
0,912 8,8% not fulfilled control group: 2. c.
sample: 3. c.
control group: 67 sample: 33 altogether: 100
52,2 47,8
0, 369 63,1% not fulfilled control group: 3. c.
sample: 4. c.
control group: 33 sample: 67 altogether: 100
46,0 52,7
0,233 76,7% not fulfilled control group: 4. c.
sample: 5. c.
control group: 67 sample: 25 altogether: 92
45,3 49,6
0,439 56,1% not fulfilled control group: 5. c.
sample: 6. c.
control group: 25 sample: 15 altogether: 40
20,5 20,5
0,978 2,2% not fulfilled Results of the Mann-Whitney test applied in the groups taking part in museum pedagogy lessons. Comparison based on the data of different aged
groups in a lineage system.
The results certify the fact that education is not more effective in older aged groups, there is not a significant difference in their accomplishment.
Therefore the task is to find and improve the methodology of the museum education.
The fourth hypothesis examined the relationship between museum experiences, new knowledge and tangible exhibition objects. The applied statistical method in both cases was the Chi-square method. From the database it can be discovered that there were some who did not make a statement about particular objects (passivity), and some who only mentioned one, two or three objects.
Data Sample
(people)
Control group (people)
Altogether (people)
passivity 40 393 433
liked and touched the object 200 114 314
mentioned two objects 57 39 96
mentioned three objects 3 4 7
altogether: 300 550 850
The data base of the Chi-square test
The merit of the Chi-square test in our case is 264.1, its degree of freedom (4-1)x(2-1)=3.Comparing the received result in the probability chart of Chi-square distribution, degree of freedom (df=3) to the merits of the column of 95% probability level the following conclusion is drawn:
7.815<264.1. The result received by the Chi-square test justifies the fact that there is a significant difference between the features of the two groups.
We can declare with more than 95% certainty that differences between the received answers of the two groups occur due to different museum pedagogical educating effects. The probability of evidence is 99.9% so tangible museum objects contribute to the development of museum experiences and new knowledge.
The fifth hypothesis claims that the view of the educator concerning nature, environment protection and environmentalism strongly influences the method that he would like to use while educating his student to nature conscious behavior. It is important whether he wishes to educate them by experimental learning, or in traditional school surroundings mostly applying the verbal way of teaching. According to their statements related to environment protection and environmentalism the respondent teachers can be listed into two groups. We calculated an average of their points and the significant difference between the two figures represents the alteration between nature conscious behaviors of the two groups.
The average of teachers developing nature conscious behavior only in traditional school surroundings:
112,3
The average of teachers developing nature conscious behavior not only in traditional school surroundings:
151,8
The difference between the figures of the two groups is 39.5 points which is considered to be a significant one. Calculations made by the Two Sampled T-test also confirm this statement: the significance level is 0.01, the merit of probability level is 99.9%. These results show that teachers who live an environmentalist life style try to teach their students how to follow their example by applying more effective methods in most cases.
Consequently views of teachers related to the nature and environment protection strongly influences whether they wish to develop their students’
nature conscious behavior by experimental or traditional ways only in school surroundings. Conclusion may be deducted about which respondent group takes his students to the Please Touch museum willingly in order to perform nature conscious education.
Conclusion, proposals
The task of museums with a scientific profile is displaying exhibitions, organizing programs and the audience. Being in line with contemporary social expectations the task of museums among others is to develop the visitor’s nature conscious behavior and their view system in the spirit of sustainability. The experiment examined in the thesis proved that with the help of systematically organized education during museum pedagogical lessons the knowledge of children resulting environment protection can be developed.
The ability to deal with environmental problems can be developed by education as well as the mental structure and related metacognition. Due to museum pedagogical education the child’s practical knowledge essential for environment protection can also be molded. Possessing that new knowledge the educated child will be able to recognize ecological problems along with well arranged thinking structures. It also enables him to create connection between the different parts as well as search for optimal solution, which can be applied in the particular situation.
The results of the museum pedagogical research indicate that the museum has an important deducting role not only in educating children
visitors but also guest educators. For them setting the good example and introducing the effective pedagogical practice gives an opportunity to widen their didactic knowledge, to review school syllabus according to the new aspects and to reassess the results. The visit is an opportunity to develop relationship between the educational and cultural institutions in order to create collaboration and create and accomplish common vision of future.
The experiment examined the particular elements of the artificial pedagogic elements of the museum for example how teaching with objects can be adopted in the school’s pedagogic environment. Teaching with using these objects proved to be efficient in the museum, and its effect can be a sample for the teachers working in schools to teach applying playful educational methods related to the local exhibition. Besides biology teachers drama pedagogy teachers may also join the activity so they can revive ecological process together with children similarly to the role play displayed in the experiment. The excitement of the activity happening on the ridge of games and reality is its lifelikeness. The child realizes that every element of it is unique and unrepeatable. The script is the independent product of the characters engaged voluntarily into the game and also the mental product of the whole child community. Through school trips, thematic forest camps and illustrious days, which are very popular among teachers, drama pedagogical lessons with environment protection topic, which may be read in the thesis, can easily be organized among simple circumstances. Lessons with different approach of the usual methods make the children free, creates the opportunity of spontaneity and the expression of his own opinion in the community where he lives. Success achieved together may have an inestimable power in forming the community concerning the group’s forthcoming environmentalist manifestation.
It is a source of experience for the child if the teacher’s presence is limited to only the rule of moderator in the development of forming his attitude. He does not announce ready knowledge but facilitates the child to discover it by practical experiences of everyday life and with the help of their operative rules he will be able to make his practical inferences.
Conclusion
The museum pedagogical experiment introduced in the thesis is a pioneer research in domestic scientific museum pedagogy.
• Gives a theoretical basis for the scientific museum pedagogy practice.
• Melts the features of child-centered view, visitor-centered view and the pedagogy of sustainability.
• Enforces motivation in applied pedagogic methods, emphasizes the importance of museum education and development of museum experiences.
• Illustrates the didactic role of games with a practical example in the scientific dissemination of knowledge.
• Provides insight the knowledge constructing process of a museum visitor child.
• Points out the importance of stimulating the cognitive and affective spheres in learning process as well as the role of tangible exhibition objects in the development of knowledge and emotions.
• Gives detailed elaboration of educational and competence developing targets in the didactic units of the museum pedagogy lesson and co- ordinates the applied pedagogic method.
• Illustrates with an actual operational example that may be applied in practice the deduction of a pedagogic experiment process in Hungarian museum surroundings.
