Museum pedagogy and assessment strategies: A case study of two museum educators at an Australian immigration-themed museum
DOI:
https://doi.org/10.24200/jonus.vol10iss2pp222-246Abstract
Background and Purpose: The role of museums has increasingly evolved from artifact repositories to educational spaces, promoting meaningful and active learning engagement. Despite museums’ established role in supporting school curricula, there remains limited studies exploring museum educators’ instructional and assessment practices. This study addresses this gap by examining the pedagogical approaches and assessment strategies employed by museum educators at an immigration-themed museum in Victoria, Australia.
Methodology: A qualitative interpretivist case study design was employed, involving two experienced museum educators. Data were generated through semi-structured interviews and non-participant observations of teaching sessions. Thematic analysis, following Braun and Clarke’s (2006) six-step framework, facilitated the identification and interpretation of emergent themes.
Findings: Key findings revealed that educators employed blended instructional frameworks combining constructivist and behaviourist elements. Pedagogical approaches predominantly featured narrative techniques supported by object-based learning (OBL), storytelling, questioning, and scaffolding. Informal assessment played a continuous role in enabling instructional adaptation to meet diverse learner needs.
Contributions: The study enhances museum education literature by detailing practical pedagogical strategies and assessment methods utilized within museum settings. These insights hold substantial implications for professional development, guiding curriculum-linked educational program development, and highlighting effective instructional practices beneficial to both museum and classroom contexts.
Keywords: Museum education, museum pedagogy, visitor engagement, assessment strategies, immigration museum.
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