Imparting Environmental Education through Museums: Reflections & Challenges
by Ms. Shamsha Emanuel presented at a State Level Seminar at SPUniversity
Introduction
Museums have traditionally been about conserving, curating and exhibiting works in permanent collections and about presenting special exhibitions. While these activities are the basis of responsible collections management, they are also the key opportunities for education and interpretation.
Museums of different types namely Art museums, historical museums or historical houses, aquaria museums, science museums or science centers, musical museums, etc are a major expression of cultural identity in every society and contribute to be a learning resource for various subjects.
Reflections on the changing role of museums
In 1946, the International Council of Museums (ICOM) defined museums as, ‘A place that includes all collections open to the public, of artistic , technical , scientific, historical or archaeological material, including zoos and botanical gardens, but excluding libraries.’ Thus, in this respect museums were a place where learning could take place through ‘observation tasks’ and ‘specimen collection viewing’. Learning then was still an ‘advanced form of passive learning’!
In 2001, the ICOM redefined museum as ‘A non profit making institution in the service of society and of its development, and open to the public; which acquires, conserves, researches , communicates and exhibits for purpose of study.’ The ICOM also stresses on the educational as well as entertainment value of museums. Moreover, the fact that ‘Museums is only alive when it is open and visitors are present was also highlighted by ICOM’. 21st century museums have to be both manifestations of ideas and practice. Thus, in this direction learning can be viewed to be interactive, progressive, active and constructivist.
The focus of museums in the 21st century is on visitors and learners rather than just collection and exhibition. Thus everything that concerns the visitors is the focus of museum education and all museum functions impact the visitor learning experiences. The formula ‘Museum = Education’ can thus be re-coined as ‘Museum= Progressive Education’.
Objectives of teaching Environmental Education
The objectives of environmental education are not only to disseminate the knowledge of Environmental Education to the learners but also to make the society aware of the same. This is evident from the objectives of teaching Environmental Education mentioned below:
Participation - to provide individuals, groups and societies with opportunities to be actively involved in exercising their skills of environmental citizenship and be actively involved at all levels in working towards sustainable development.
Knowledge - to help individuals, groups and societies gain a variety of experiences in, and a basic understanding of, the knowledge and action competencies required for sustainable development
Values - to help individuals, groups and societies acquire feelings of concern for issues of sustainability as well as a set of values upon which they can make judgments about appropriate ways of acting individually and with others to promote sustainable development
Skills - to help individuals, groups and societies acquire the action competence or skills of environmental citizenship - in order to be able to identify and anticipate environmental problems and work with others to resolve, minimize and prevent them
Awareness - to create an overall understanding of the impacts and effects of behaviors and lifestyles - on both the local and global environments, and on the short-term and long-term.
Environmental Education through Museums
Environmental Education by nature is interdisciplinary, dynamic and deeply rooted in past, present and based on future predictions as well as is highly practical in nature. Thus the active forms/ models of learning are the ‘heart’ of this subject. One of the major ways of teaching about environment is through outdoor activities and simulated situations. Education through museum finds a key role in this direction. Museums can contribute to teaching of Environmental Education at three major levels indicated below. (Many museum programs can and should be coordinated with the school curriculum of the student.)
The section below presents some reflections on the ways in which the three levels of Environmental Education could be addressed through museums.
A variety of educational programs and presentations for school and community events can be organized to teach Environmental Education. Some activities like theme based camps, explorer days, story time and exploration of activities, live animal enrichment activities, eco foot print showcasing programmes, environmental artist, celebration of environmental days, showcasing of endangered species, expert talk session, exhibitions, competitions like debates, essay writing , eco club activities, publications, open house and lecture series, etc.
The teachers can make attempts to link the formal classroom with museums by using methods of teaching like discovery method, project method, lecture cum demonstration method, problem solving method and self study method. While using all the above mentioned methods the core principle is ‘the exposure – learning environment is provided through museum environment and resources. ’
A suggested model for teaching Environmental Education is presented below.
The above model of teaching help learners interact with the society and thereby learn.
Challenges in the 21st century
Teaching teachers i.e. museums need to organize orientation programmes and training programmes for teachers in order to foster learning through museums. In this direction, the museum staff themselves must know both content and pedagogy. Since Environmental Education itself is an interdisciplinary and highly practical subject the teachers may find it difficult to teach and utilize museum resources to the maximum. Hence, even linkages with the Pre service teacher education colleges is a must. Hence, aapprenticeships for the Pre-Service Teachers in museum learning cum formal teaching is the need of the hour
Digital Museum Resource One of the major challenges is digitalization of museum resources. Since environmental education itself is dynamic in nature and subjected to change; Museums must link the past, present and future in such a manner that the visitors get a hold of the environmental concept. The online resources and web support enable students to get more information as well as interact online.
Attractive Learning Schemes for Visitors and learners need to be provided in this age of technology and glamour explosion. Schemes like a free tool kit / interactive virtual museum kit, etc could be provided to attract learners.
Collaboration with Schools and Colleges For schools the use of science museums is typically an optional “enrichment” rather than an essential piece of the core curriculum or strategy. The museums need to link with formal schooling process and be more community oriented.
The above are some challenges for the 21st century museums in general as well as with respect to teaching of Environmental Education.
Reference
Bhanumathi R. (2003). Environmental education strategies and approaches in Environmental Issues. New Delhi: Reliance Publishing House.
Caldwell L .K. (1993). Strategies in Hemispheric cooperation for environmentally sustainable development in La Education, Vol XXXVII, No 115.
Das Rajlakshmi (1996) Environmental education and sustainable development” in Sustainable development strategy (Indian context). New Delhi: Mittal Publications.
Natraj S.(2006). Participatory Approaches in Teaching of Science in Learning to Teach. Anand: CVM publications
Emanuel S. (2007) Preparing Scientists in the Classroom: A Teacher’s Manual. Anand: Waymade publications.
Govinda R. and Mangalagiri A (1990) Environmental Education handbook for educational planners, New Delhi: National Institute of Educational Planning and Administration.
Khoshoo T.L. (1986) Environmental priorities in India and sustainable development, New Delhi: Indian Science Congress Association.
Vijayalakshmi S. (2003). Environmental education: Concerns and strategies” in Environmental Issues (edited by M A Sudhir and M Alankara Masilamani), New Delhi: Reliance Publishing House.
