Museos y enseñanza de la historia en contextos formales

The objective of this study is to ascertain the impact of an intervention proposal designed by teachers participating in a training course on the motivation, satisfaction and learning of secondary and baccalaureate students. The proposal employs the resources of museums to educate students about inequality and alternative historical narratives. The method is evaluative and employs a quasi-experimental A-B design. The instruments were designed as semi-structured questionnaires comprising both closed and open questions. These were addressed to the teachers participating in the training course and to the students receiving the intervention proposal. The approach is quantitative, descriptive and inferential in nature. The findings of the initial objective indicate that nearly half of the surveyed teachers have not participated in in-service training programs on the pedagogical utilization of museum resources. However, they demonstrate a willingness to learn about museums' pedagogical programs, yet they refrain from utilizing their resources due to a lack of time to complete the syllabi or conduct the visits during school hours. With regard to the second objective, it can be seen that pupils perceive a significant change after the implementation of the educational proposal in terms of motivation and satisfaction. However, there is no evidence that the content of their learning has been affected. It is thus recommended that history teachers undergo further training in order to enhance their ability to design didactic proposals that utilise museum resources. Furthermore, it would be beneficial to conduct more evaluative studies of intervention proposals in order to optimise the learning outcomes for pupils.