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1.
This paper describes the journey through France, Switzerland, Austria-Hungary, Germany and Belgium that was undertaken in August and September 1882 by Manuel Bartolomé Cossío, the foremost Spanish educationist of the late nineteenth and early twentieth centuries, in order to examine European education museums and schools with a view to preparing himself for the directorship of the Museo Pedagógico Nacional of Madrid, which he would occupy in December 1883. Cossío described this experience in a diary and a notebook in which he recorded his opinion of the institutions and educationists he visited in Paris, Berne, Zurich, Munich, Vienna, Prague, Dresden, Berlin, Leipzig, Cologne and Brussels; the former included the Ecole Alsacienne in Paris and the Pädagogium in Vienna, and the latter Friedrich Dittes, Henriette Breymann and Alexis Sluys. Not only do Cossío’s notes illustrate his personality and provide a subjective snapshot of the state of European education museums in the early 1880s; this tour is a paradigm of one way in which educational ideas and practices were propagated throughout nineteenth-century Europe by discriminating observers whose accounts served to open new horizons and legitimise educational innovation. Cossío found no ideal model for the Madrid museum, but what he saw moulded a project of transnational inspiration by combining autochthonous Spanish initiatives with the most fruitful trends developed in other European cultures that was to exert a profound influence on Spanish education. 相似文献
2.
This article describes an initial attempt to find out students’ perceptions of class visits to natural history museums, with
regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades
6–8 students who visited four museums of different sizes, locations and foci. Data sources included the Museum Constructivist
Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question
and semi-structured interviews with 50 students. The three instruments highlighted some differences in students’ perceptions
of the visit. Opportunities for concrete experiences and cognitive and affective engagement were not covered by the M-CLES,
while the nature of science was not discussed by the students in their responses to the open-ended item and the interviews.
This suggests that each instrument has its advantages and limitations and, therefore, the three means for data collection
enabled a complementary view. Based on our findings, we suggest further development of museum learning environment surveys
to capture students’ perceptions. 相似文献