Museum and school
Knowledge machine or dynamic interaction?
DOI:
https://doi.org/10.5617/nm.10077Abstract
This article examines teacher motivations for museum visits, as well as how teachers understand museums. Nine primary and secondary school teachers were interviewed. The results draw a complex picture of teachers’ understanding of museums as alternative educational places. Furthermore, the article shows that schools have changed significantly over the past couple of decades when it comes to use of international student tests, an increase in the use of digital devices and learning resources, and Norway’s implementation of new curriculums both in 2006 and in 2020. Understanding the school’s perspective by examining teachers’ motivation, as this article contributes to, allows museums to explore a multitude of facets in their potential as an alternative educational arena for schools today.
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