The museum as a teaching-learning environment for history

• Tenemaza Morocho, Angel Willian ^[1] ; Naranjo Navas, Christian Paúl ^[1]
  1. [1] Universidad Nacional de Chimborazo

     Universidad Nacional de Chimborazo

     Riobamba, Ecuador

     
• Localización: Repique Revista de Ciencias Sociales, ISSN-e 2550-6676, Vol. 7, Nº. 2, 2025 (Ejemplar dedicado a: July - December), págs. 42-72
• Idioma: inglés
• DOI: 10.31876/jc7gdw33
• Títulos paralelos:
  • El museo como un entorno de enseñanza-aprendizaje de lahistoria
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente estudio tuvo como objetivo analizar la efectividad del museo como espacio dinámico para el proceso de enseñanza- aprendizaje de la historia en estudiantes de Pedagogía de la Historia y Ciencias Sociales de la Universidad Nacional de Chimborazo. Participaron 37 estudiantes que respondieron dos encuestas, aplicadas antes y después de una visita al museo, mediante un diseño no experimental, transversal y descriptivo. Se emplearon análisis estadísticos que incluyeron la prueba de Chi- cuadrado (X²=74, p<0.001), t de Student (t=-0.638, p=0.528), ANOVA de una vía (F=0.092, p=0.913) y correlación de Spearman (ρ=0.055, p=0.747). Los resultados evidenciaron que los alumnos con mayor conocimiento previo (media=11.41 en una escala 0-27) percibieron un impacto educativo más significativo, aunque no se hallaron diferencias estadísticamente relevantes en la comparación pre y post-visita. La discusión resaltó que el aprendizaje podía manifestarse de manera retardada y que eran esenciales estrategias pedagógicas de seguimiento para consolidar la experiencia museográfica.

  • English

    The purpose of the present study was to analyze the effectiveness of the museum as a dynamic space for the teaching-learning process of history among students of the History and Social Sciences Pedagogy program at the National University of Chimborazo. A total of 37 students participated by responding to two surveys, administered before and after a museum visit, using a non-experimental, cross-sectional, and descriptive design. Statistical analyses included the Chi-square test (X²=74, p<0.001), Student's t-test (t=-0.638, p=0.528), one-way ANOVA (F=0.092, p=0.913), and Spearman's correlation (ρ=0.055, p=0.747). The results showed that students with greater prior knowledge (mean=11.41 on a 0-27 scale) perceived a more significant educational impact, although no statistically significant differences were found in the pre- and post-visit comparison. The discussion underscored that learning could manifest in a delayed fashion and that follow-up pedagogical strategies were essential for consolidating the museographic experience. Therefore, while the museum proved to be a valuable tool to motivate autonomous research and foster the construction of historical knowledge, its effectiveness depended on teacher mediation and the implementation of interactive activities that would stimulate critical reflection on the observed content.

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