PRIMARY AND PRESCHOOL TEACHER CANDIDATES' VIEWS ON MUSEUM EDUCATION

Abstract

This study delves into the pivotal role of museums in shaping pedagogical strategies and advancing holistic learning experiences. Drawing upon primary and preschool education teacher candidates' perceptions, the research underscores a notable transformation in their views post-museum education exposure. Data indicates a marked elevation in cognitive capacities, aligning with previous literature, highlighting museums as dynamic spaces fostering inquiry-based cognition. Furthermore, post-exposure responses reveal an enriched understanding of diverse teaching methodologies, emphasizing museums as intersections of formal and informal education.  An intriguing correlation emerged between familiarity with museums and deepened cognitive engagement, suggesting the merit of integrating regular museum visits within academic curricula. The findings reaffirm the evolving perception of museums, transcending traditional historical repositories to vibrant arenas of active learning. This study illuminates the potential of museums as instrumental tools in reshaping contemporary educational paradigms, albeit with the need for sustained educator training and collaboration between institutions.