Premier’s Westfield History Scholarship
Developing Excellence in Historical Inquiry: Engagement
& Learning through “Hands on History”
John Staats
Mount Annan High School
Excavation simulation at DIG York
I.
THE BENEFITS OF “HANDS ON” OR “OBJECT-BASED” LEARNING IN HISTORY
Teaching and learning using “objects” is an exciting and effective pedagogical technique that enriches the
learning experience of people of all ages. The use of artefacts in the teaching of history powerfully engages
learners because the objects themselves “carry stories” of real people and make the abstract past tangible and
current. Objects can be used to stimulate curiosity, deepen understandings, improve retention of knowledge,
unlock the imagination, promote social learning and evoke memories from young and old alike. As a sensoryrich tool, “Hands-on History” is a pedagogy that is inclusive of the needs of diverse groups of learners and can
deliver improved learning outcomes regardless of the learner’s gender, socio-economic status, literacy level
and preferred learning style. As a productive pedagogy, object – based learning strategies make significant
contributions in all three dimensions of the Quality Teaching Framework – Intellectual Quality, Quality
Learning Environment and Significance.
There is a substantial body of research based on the UK museum sector that has evaluated the “hands-on”
learning approach. These studies have identified clear and significant benefits deriving from object-based
learning.1 I summarise here two key studies from Leicester University’s Research Centre for Museums and
Galleries (“RCMG”).
The key findings of the Engage, Learn Achieve Study (2006 –7) identified that museum-based learning (using
objects, experiential and gallery based learning) improved learning and attainment2, increased student
engagement and motivation3 and supported the needs of pupils with different learning styles.4
The 2002 Learning Through Culture Study by the UK Department for Education and Skills (DfES) concluded
that “object-based learning” developed student skills in areas like observation, inquiry, speaking, listening,
deduction5 and literacy6; and that the use of objects inspired “creative work”, an increase in knowledge and
understanding, significance, engagement7 and was inclusive of students of differing abilities from diverse
cultural and social backgrounds.8 The experience of success with object-based learning can improve student
self-esteem, confidence and belief.9
II.
WHY DOES IT WORK? – THE EDUCATIONAL THEORY10
Old adage: "I hear and I forget. I see and I remember. I do and I understand."
Within the context of the study tour I investigated the learning theories that underpin and inform the “objectbased” approach to learning. Since the 1990’s all museums have been encouraged to consider education to be
“core business” and, before designing their education offer, define “how people learn”11 and, with this
foundation work in mind, design and align their learning programs. There is a comprehensive body of
literature on Learning Theory and its Application in the Museum Sector (for an excellent literature review
begin with the work of Hooper-Greenhill and Moussouri).12
1
Visit the Museums, Libraries, Archives Council website for ongoing case studies and research methodologies
http://research.mla.gov.uk/case-studies/
2
Watson S., etal. Engage, Learn Achieve – Impact of Museum Visits on the attainment of secondary pupils in the East of England 2006-7 RCMG 2007 p.3.
3
Ibid., p. 16
4
Ibid., p. 14
5
Clarke, A., et,al., Learning Through Culture –The DfES Museums and Galleries Education Programme: a guide to good practice. RCMG, 2002 p. 9
6
Ibid., p. 12
7
Ibid., p. 11
8
Ibid., p. 31
9
Ibid., p. 34.
10
A detailed version of this section is being prepared for submission to the HTA NSW journal.
11
12
For example see Northern Ireland Museums Council “Learning Within Museums in Northern Ireland” 2009 p.7
Hooper-Greenhill, E. & Moussouri, T. “Researching Learning In Museums and Galleries 1990-1999: A Bibliographic Review” RCMG
University of Leciester pp 2-8.
Major learning models/theories that underpin the “Hands - on/ Object-based learning approaches” that this
study tour encountered in the UK and Irish Museum Sectors:
a.
Constructivist v Positivist Theories of Learning
A useful way of viewing this is provided by Hein’s matrix below:13
b.
c.
d.
e.
f.
g.
Dewey’s “Learning by Doing.”
Gardner’s Multiple Intelligence Theory.
Sternberg’s Visual and Physical Learners
Piaget & Bruner – Objects and Stages of Cognitive Development
Neuro-Linguistic Programming
Dale’s Cone of Experience
Whether we subscribe to any one of the above theories of how learning takes place, or a blend of them (there
are significant areas of overlap and commonality), we are compelled to accept that “hands-on” and
experiential learning are rich and inclusive teaching and learning strategies. My study trip was designed to go
beyond the “theory”, and visit the UK & Irish Museum Sector and see best practice in the delivery of hands-on
and object-based learning, and to identify how we might adapt the overseas experience to enhance pedagogy
in NSW schools.
III.
THE STUDY TRIP – HIGHLIGHTS OF BEST PRACTICE
A full and more detailed account of my study tour and observations is provided in blog format. Please visit:
(http://web.me.com/palindromes/Site_3/Welcome.html).
13
Hein, G., “The Constructivist Museum” JEM 16, 1995 p. 22.
1. Northern Ireland & Scotland
The Northern Ireland Environment Agency is a service that delivers “Hands-on” and “Living History”
programs that build appreciation of heritage at both the “whole community” (see http://www.nienvironment.gov.uk/places_to_visit_home/events.htm) and school levels. In my visit to Carrickfergus Castle
and Grey Abbey I saw well-designed and thoughtful education programs. A whole-of-curricula approach to
learning is evident and teachers are well supported with an extensive range of pre- and post visit activities
(with
strong
literacy
and
numeracy
elements):
http://www.nienvironment.gov.uk/teachers_and_pupils/curriculum_resources_for_schools.htm.).
“The History House” at Sentry Hill was a brilliant example of an object-based learning program delivered by a
Council authority (Newtownards Borough). Wesley Bonar and his team deliver a very successful schools
program. Clever integration of photographs, objects and costumes bring the “McKinneys” of Sentry Hill to
life. The enthusiasm, energy and friendliness of the facilitators is part of the chemistry of this very successful
site.
Kelvingrove Museum & Art Gallery (http://www.glasgowmuseums.com/venue/index.cfm?venueid=4) was my
first encounter with a museum/gallery based object-based handling program. Of particular value was my
meeting with Anne Wallace, author of Hands-on – A teachers Guide to Learning from Objects and Paintings.
This professional learning program for teachers is designed to support the use of object based learning as a
pedagogical tool in, and outside of the museum. This outstanding initiative aligns well with the new Scottish
Curriculum, which emphasises “active learning”.
Roman artefacts, the National Museum, of Scotland Handling Collection
At the National Museum of Scotland I met with Christine McLean – (Manager, Access & Outreach) and
explored issues in the successful implementation of object-based learning. Issues of equity and access, styles
of learning and the teaching of inquiry skills were covered. The “Museum on the move” outreach/loan box
service is an attempt to address unequal access The JUTS case study was a case in point that demonstrated the
empowering nature of objects in outreach programs.
2. The North of England
The Discovery Museum (Newcastle-on-Tyne) (http://www.twmuseums.org.uk) was one of a network of
museums I visited in Newcastle-on-Tyne. My observation of a school session (“Good Vibrations” with
Michael Freeman) was an outstanding demonstration of how “hands-on” methods can be successfully
employed to teach abstract and complex concepts. The techniques demonstrated were whole-brain and handsand brains-on learning at its best.
Of the number of sites I visited in the York vicinity, DIG (http://www.yorkarchaeology.co.uk/) stood out as an
outstanding exposition of object-based learning. It is a centre entirely with an educational focus on
archaeology and the interpretation of finds. The opening session introduces concepts and teaches object
handling and interrogation; the session moves onto a very convincing simulated dig based on real
sites/excavations in York; the next stage involves the identification, analysis and sorting of real artefacts
recovered from the York cesspit and a discussion about what could be deduced about everyday life from
bones, refuse and fossilised faeces. The use of technology – banks of computers to facilitate deeper
investigations and stunning computer graphic and simulations gallery displays sit alongside more traditional
hands-on inter-actives. In every element the “real” was evident – everything was aligned and integrated with
real digs, real finds, real issues.
Other sites visited include: Enniskillen Castle, Glasgow Museum Resource Centre, Vindolanda Museum
(Hadrian’s Wall), Barley Hall & Jorvik.
3. The Midlands
Annabel Gaskin, a private consultant working in the area of Museum Access and Learning was my expert
guide as I investigated a variety of hands-on learning services in the industrial midlands of England. We
visited a number of sites including The Leeds Royal Armouries (http://www.armouries.org.uk/visit-us/leeds),
The World Museum, Liverpool (http://www.liverpoolmuseums.org.uk/wml/) and the Gladstone Pottery
Museum (http://www.stoke.gov.uk/ccm/navigation/leisure/museums/gladstone-pottery-museum/) Stoke-onTrent.
Debrief and object handling with Costumed Interpreter at the Leeds Armouries
Annabel’s expert eye was invaluable in the analysis, and evaluation of the offerings at the sites in terms of
”object-based” learning and access. The insightful context she provided revealed the tension within many
museums – many of which are staffed by and directed by curators with a “positivist” view of learning – and
the educational officers who are constructivists in their approach. Here I had my first encounter with
“costumed interpreters” who use theatre and dramatic monologue to engage the visitor – it was a
demonstration of how powerful this kind of learning is; sight, senses and emotions. The newly re-opened
World Museum (Liverpool) hosts the latest hands-on gallery based inter-actives and discovery learning. The
Weston Discovery Gallery was the clear highlight for hands-on and discovery learning with a vast array of
handling objects (real and replica) supported by thinking and interpretation activities. In this gallery we were
able to explore ethical issues of the need for an informed and interpretative framework for students so that they
can gain some background before viewing and handling objects that have a cultural meaning and value they
may not previously have understood. Similarly the museum highlighted that objects can (and should) tell
multiple narratives - the Oceania gallery hosted a “resident” Polynesian guide who challenged the Western
interpretation of the objects in the gallery.
Object Investigation at the Weston Discovery Centre, Liverpool
4. London & Surrounds
London and surrounds is packed with world-class museums and education services. The sites I visited
included
Northampton Museum (http://www.northampton.gov.uk/site/scripts/documents_info.php?documentID=135),
Walsall Leather Museum (http://www.walsall.gov.uk/leathermuseum),
British Schools Museum, Hitchin (http://home.btconnect.com/hitchinbritishschools/),
The Tower of London (http://www.hrp.org.uk/toweroflondon/),
English Heritage Education Service, (http://www.english-heritage.org.uk/),
The British Museum, London (http://www.britishmuseum.org/learning.aspx),
The Imperial War Museum (http://london.iwm.org.uk),
The Museum of Childhood,
The Alexander Fleming Museum, and the
Victoria & Albert Museum (http://www.vam.ac.uk/).
For reasons of space I will comment on just a few of these services.
The British Schools Museum is an excellent example of a community-based, volunteer run museum offering a
wonderful “hands-on” and experiential learning program. School groups spend the day “at school” in the past
“doing learning” in the manner of the 18th and early 20th centuries; everyone dresses up and the facilitator
takes on the persona of a teacher. The model works very well - the choice of material is well within the
experience of children today.
The Tower of London provided an outstanding demonstration of the power of combining the costumed
interpreter with object handling. The facilitator was clearly more than an “actor” and in my post session
discussion with Chris he revealed his background as a science teacher. His session was a model of QT best
practice (for more detail on this session see my blog). In addition to the education program the Tower had
very some impressive hands-on inter-actives - great concepts and brilliant delivery.
My meeting with the English Heritage Education Managers provided a new perspective on Hands-on History the design and evaluation of school programs and the thinking behind it all. I presented a session on the QT
Framework as a tool for reflective practice and it was very well received – the dimension of “Significance”
struck a resonant chord, as did the definition of “Intellectual Quality” and of knowledge being actively
constructed by students (this fits nicely with the “constructivist” approach taken by the English Heritage).
What followed was an in-depth, passionate and insightful wide-ranging discussion of issues related to learning
with objects including the use of technology, student engagement and evaluation for continual improvement in
program design and evaluation. English Heritage is a provider of outstanding education programs and “Living
History”. Thank you to Tina Corri & Pippa Smith.
The British Museum claims to have been doing “object-handling” sessions for two hundred years and the
comprehensive program they offer schools and the community reflect their expertise. Their web page offers
extensive downloadable resources and a CPD program for teachers (including sessions on object-handling).
Digital technology (Samsung Digital Discovery Centre) is a vogue way to encourage “digital natives” to
interact with the objects in their preferred communication mode and digital activities include creativity by
creating the “new” from “mash-ups” of objects in the museum and publishing on social networking sites like
“Facebook.”
Object Handling Session, Imperial War Museum
The Imperial War Museum, offered a very gallery based object-handling session that was driven by the story
of “Private Reynolds”. The learning here is that objects in themselves will not engage in the same way as an
object which tells a “human” story. The human connection, and the commonality (and fascination with)
human experience are critical to engagement with the object. Additionally there were powerful reconstructions
of the experience of the trenches and WW2 air raid shelters (with evocative sounds and smells). Probably the
most successful element was the marriage of Terry Deary and the objects in the “Horrible Histories Terrible
Trenches” gallery. The inter-actives used questions, humour, graphics and objects themselves to “entertain,
engage and educate”. Outstanding.
The Victoria & Albert Museum is at the vanguard of object-based learning; it offers gallery-based interactives, the “activity-pack back”, a CPD program for teachers in object-based in learning and studio spaces for
artists and visitors. All this is backed with an extensive formal education service and a comprehensive website
with digital downloads.
5. The South
There were outstanding examples of Hands-on history in practice in the areas beyond London. Leading the
way was Hampshire & Wight Maritime Archaeological Trust (HWTMA) (http://www.hwtma.org.uk/), the
Reading Museum Service (http://www.readingmuseum.org.uk/) and SEARCH Museum Gosport
(http://www3.hants.gov.uk/museum-search). Other valuable sites visited included: University of Reading, Ure
Museum
(http://www.reading.ac.uk/Ure/index.php),
Fort
Nelson,
Royal
Armouries
(http://www.royalarmouries.org.uk/visit-us/fort-nelson), Winchester City Museum and HMS Victory
Southamption, (http://www.hms-victory.com/).
I was honoured to be present at the HWTMA launch of their “outreach” van - an innovative and exciting
approach to resolve access issues affecting museum education services - especially the need to deliver the
benefits of “hands-on” learning to the secondary school sector. The van brings the objects to the students and
is designed to engage young learners from the start; it is packed with wiz-bang investigative technology and
“wow” factor real objects. The facilitators are experts in questioning and this service is hard to go past for
sheer passion and enthusiasm; there is a genuine interest to engage the visitor and a sound understanding of
learning styles (VAK) informs their approach. The outreach van is itself a piece of “action research” and is
designed to evolve to meet the needs of learners into the future.
Reading Museum’s Loans Box Service
The Reading Museum Service is a benchmark for excellence in object-based learning and the “loans-box”
model. The entire philosophy of the museum is based on access – they want everything they have to be used
by the public. Consequently Reading Museum has over 15,000 objects for loan. The support for schools is
outstanding (visual organisers for students to get “minds-on” as well as ”hands-on” with objects and a genuine
appreciation of the diversity of learning styles that object-based learning supports. The CPD program for
teachers is a reflection of the fact that the skill of the facilitator is an important element in the success of the
“hands-on” approach, and strategies delivered to the teaching profession represents “serious fun” (eg “object
speed dating” activity!). In addition to the loan box scheme the museum offers an outstanding in-house
education service with inventive and engaging gallery based inter-actives and a “discovery lab”. Here there
was a strong emphasis on evaluation and on-going improvement and development of the service.
The SEARCH Museum Gosport is an outstanding example of the true “discovery museum” model. The use of
thinking frameworks, vocabulary building and the objects themselves was impressive. The high order thinking
skills and ability of students to deal with “problematic knowledge” through objects was excellent. The insights
provided by Chris Elmer (Deputy Head of Education) were profound – Chris shared his passion for “High
Quality Evaluation” and I introduced him to QT as a framework for reflective practice.
6. The West & Ireland
The highlight of the final leg of the study tour was the work being done in Shropshire. Other useful sites
visited include Bath (http://www.romanbaths.co.uk/) and (in Ireland) the National Museum of Ireland, Collins
Barracks, Dublin.
In Shropshire I met with Alun Morgan (the History Curriculum advisor); he has creatively and innovatively
drawn together the services of a variety of organizations to maximise the benefit for teaching and learning
with objects. The two key providers of object-based learning programs are the Shropshire School’s Library
Service “Museum in a Box” and the Ludlow Museum service. The “Museum in a Box” provides variously
themed artefact boxes (mostly replicas) with comprehensive teacher notes and guides. I observed the resource
being used in the classroom to good effect. A very successful box is that of the Shropshire soldier. This box
works so well because: it is “real” – authenticity is important; it tells a human story – narrative is an important
dimension; and it is inquiry based – there is a “mystery” to solve by asking questions and finding evidence.
My final museum visit was Collins Barracks, Dublin; it was interesting because it is a recent museum that has
developed its hands-on learning program by studying the UK experience. Many of the learning activities I had
observed in the UK are being utilised by Collins Barracks. Another interesting innovation is the development
of the object handling session “If Objects Could Speak” – which investigates the role of the ”invisible” curator
and how and why we invest in an objects’ social and cultural meaning.
Investigation Lab at SEARCH Museum, Gosport.
IV. CONCLUSIONS & RECOMMENDATIONS
An increased awareness of the value, and the use, of “object-based learning” would enhance the teaching of
History in NSW, especially in the syllabi’s emphasis on “learning by doing”.
Object-based learning is “serious fun” – highly engaging and inclusive of all students irrespective of ability
and background. Its broader use in NSW schools would enhance engagement in the Middle School and
beyond and improve student learning and attainment. It is a tool that encourages the development of skills in
social learning.
Successful object-based learning must be both “Hands-on” and “minds-on” – the latter is a function of
teachers/facilitators trained in, and supported by “hands-on” resources that incorporate inquiry based learning
strategies. Pupils need to be explicitly taught “inquiry” skills; visual/graphic organisers are ideal when used as
“thinking scaffolds” and can assist students to develop their skills of inquiry.
Object-based learning is a strategy that can be readily adapted for special projects to improve the learning
outcomes for “at risk groups” of students in areas like boys education, literacy, indigenous and multicultural
education.