An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe
This study investigates the success of museum educational programmes in Zimbabwe in facilitating effective learning of curriculum related content amongst primary school pupils. My thesis is that while museums in Zimbabwe have a long tradition of providing education programming, the behaviourist e...
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| Format: | Thesis |
| Language: | English |
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Midlands State University
2021
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| Online Access: | http://hdl.handle.net/11408/4531 |
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| _version_ | 1779905217926529024 |
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| author | Chitima, Simbarashe Shadreck |
| author_facet | Chitima, Simbarashe Shadreck |
| author_sort | Chitima, Simbarashe Shadreck |
| collection | DSpace |
| description | This study investigates the success of museum educational programmes in
Zimbabwe in facilitating effective learning of curriculum related content amongst
primary school pupils. My thesis is that while museums in Zimbabwe have a long
tradition of providing education programming, the behaviourist education
framework grounding museum education provides few opportunities for primary
school pupils to effectively learn. This study is grounded on Sociocultural
learning frameworks. Through the use of qualitative and quantitative research
approaches, the study gathered that museums are contributing to national
education goals by impacting on the social and environmental studies curriculum.
The major barriers to pupil‘s learning are categorised as structural, physical and
intellectual. The educational philosophy and some of the instructional media used
to impart knowledge to pupils in museums still carry the remnants of the colonial
education service. Museums in Zimbabwe base their educational programming on
the behaviourist educational framework and this is restrictive to effective learning
in informal settings. Behaviourism in museums in Zimbabwe has created a
situation where primary school pupils become epistemological slaves only to be
deposited with information. The study concludes that they are few opportunities
in museums for primary school pupils to effectively learn curriculum content.
There is need to decolonise museum education service in Zimbabwe that touches
on the educational philosophy, museum exhibition design, narratives, language in
use and interpretations as well as methods of content delivery. |
| format | Thesis |
| id | ir-11408-4531 |
| institution | My University |
| language | English |
| publishDate | 2021 |
| publisher | Midlands State University |
| record_format | dspace |
| spelling | ir-11408-45312022-06-27T13:49:07Z An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe Chitima, Simbarashe Shadreck Effective learning Primary school pupils Behaviourist Decolonise Epistemological slave. This study investigates the success of museum educational programmes in Zimbabwe in facilitating effective learning of curriculum related content amongst primary school pupils. My thesis is that while museums in Zimbabwe have a long tradition of providing education programming, the behaviourist education framework grounding museum education provides few opportunities for primary school pupils to effectively learn. This study is grounded on Sociocultural learning frameworks. Through the use of qualitative and quantitative research approaches, the study gathered that museums are contributing to national education goals by impacting on the social and environmental studies curriculum. The major barriers to pupil‘s learning are categorised as structural, physical and intellectual. The educational philosophy and some of the instructional media used to impart knowledge to pupils in museums still carry the remnants of the colonial education service. Museums in Zimbabwe base their educational programming on the behaviourist educational framework and this is restrictive to effective learning in informal settings. Behaviourism in museums in Zimbabwe has created a situation where primary school pupils become epistemological slaves only to be deposited with information. The study concludes that they are few opportunities in museums for primary school pupils to effectively learn curriculum content. There is need to decolonise museum education service in Zimbabwe that touches on the educational philosophy, museum exhibition design, narratives, language in use and interpretations as well as methods of content delivery. 2021-11-16T13:32:04Z 2021-11-16T13:32:04Z 2018 Thesis http://hdl.handle.net/11408/4531 en open Midlands State University |
| spellingShingle | Effective learning Primary school pupils Behaviourist Decolonise Epistemological slave. Chitima, Simbarashe Shadreck An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe |
| title | An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe |
| title_full | An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe |
| title_fullStr | An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe |
| title_full_unstemmed | An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe |
| title_short | An appraisal of museum education programmes for primary school pupils in post colonial Zimbabwe |
| title_sort | appraisal of museum education programmes for primary school pupils in post colonial zimbabwe |
| topic | Effective learning Primary school pupils Behaviourist Decolonise Epistemological slave. |
| url | http://hdl.handle.net/11408/4531 |
| work_keys_str_mv | AT chitimasimbarasheshadreck anappraisalofmuseumeducationprogrammesforprimaryschoolpupilsinpostcolonialzimbabwe AT chitimasimbarasheshadreck appraisalofmuseumeducationprogrammesforprimaryschoolpupilsinpostcolonialzimbabwe |