Efnisyfirlit

• Cover Page
• Title Page
• Copyright Page
• Plates
• Figures
• Tables
• Acknowledgements
• 1. Museums: Learning and Culture
  • Towards the Post-Museum: The Challenge of Changing Times
  • Changing Views of Learning
  • The ‘Educational Turn’ In Museums
  • Inspiration, Learning, Identity – The Potential of the Post-Museum
• 2. Calibrating Culture
  • Government and the Remapping of Culture
  • Cultural Policies: Education and the Measurement of Social Value
  • The Challenge of Prioritising Learning In Cultural Organisations
  • The Learning Impact Research Project (LIRP)
  • Understanding ‘Measuring’
  • Thinking About Learning Outcomes
  • Conclusion
• 3. Conceptualising Learning In Cultural Organisations
  • Learning: A Problematic Concept
  • Edutainment
  • Contemporary Ways of Thinking About Learning
  • Tacit/Experiential Learning
  • Depths and Levels of Learning
  • A Critical Approach to Theories of Learning In Museums
  • LIRP and Learning
  • Conclusion
• 4. The Generic Learning Outcomes: A Conceptual and Interpretive Framework
  • Learning and Its Strategies
  • Developing an Appropriate Set of Generic Learning Outcomes for the Cultural Sector
  • The Five Generic Learning Outcomes
  • Piloting the GLOs and the Issues Arising
  • The Value of the GLOs to the Cultural Sector
  • Conclusions
• 5. The Research Programmes: Background and Method
  • The Research Background
  • Collecting Evidence of Learning In Museums: Five National Evaluation Research Studies
  • Research Methods In the Three Linked RCMG Studies
  • Questionnaires for Teachers and Their Pupils
  • Gathering Evidence from Interviews, Focus Groups and School Case Studies
  • Using the Free Drawing and Writing to Interpret Pupils’ Learning
  • Conclusions
• 6. The Pattern of School Use of Museums
  • Meeting Government Targets
  • Which Schools Use Museums?
  • The Geographical Locations of the Schools Using Museums
  • How Do Teachers Use Museums?
  • Museums and the Curriculum
  • Multiple Objectives for Visiting Museums
  • Conclusions
• 7. The Value of Museums to Teachers
  • Teachers’ Attitudes to the Generic Learning Outcomes
  • Pupils’ Attitudes to Their Own Learning
  • The Importance of Museums In Teaching
  • Conclusions
• 8. Pupils’ Learning Outcomes: The Teachers’ Views
  • Enjoyment, Inspiration, Creativity
  • Knowledge and Understanding
  • Skills
  • Attitudes and Values
  • Action, Behaviour, Progression
  • Conclusions
• 9. Pupils’ Learning Outcomes: Pupils’ Voices
  • ‘The Whole Trip Was Inspirational’ (Enjoyment, Inspiration, Creativity)
  • ‘When I Came Away My Brain Was Full of Things’ (Knowledge and Understanding)
  • ‘It Helped My Social Skills’ (Skills)
  • ‘I Never Thought Art Was Interesting or Cool, But Now I Will Have to Consider That Idea’ (Attitudes and Values)
  • ‘After It Got Explained to Me, I Understood It (Action, Behaviour, Progression)
  • Conclusions
• 10. The Characteristics and Significance of Learning In Museums
  • The Power of Museum Learning
  • The Integrated Domains of Learning
  • Learning and Identity
  • Becoming Visible (to Government) Through Performance
  • Conclusions
• 11. Learning In The Post-Museum: Issues and Challenges
  • Learning At a Glance
  • Museum Curricula, Identity and the Politics of Recognition
  • The Purposes of Museums and Education
  • Issues for the Future
• Notes
• Bibliography

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