Introduction Periodicals Museum: Museum and Regional Studies 2014/52/1 Dějiny pravěku, muzea a výuka na základních a středních školách
Dějiny pravěku, muzea a výuka na základních a středních školách
Marie Opatrná, Jiří Košta
|Citation||OPATRNÁ, Marie a KOŠTA, Jiří. Dějiny pravěku, muzea a výuka na základních a středních školách. Museum: Museum and Regional Studies. Prague: National Museum, 2014, 52(1), 3-13. ISSN 1803-0386. Also available from: https://publikace.nm.cz/en/periodicals/mmars/52-1/dejiny-praveku-muzea-a-vyuka-na-zakladnich-a-strednich-skolach|
The article summarises possibilities of cooperation between museums and elementary and high schools in the sphere of education of prehistory. The main problem of the education of prehistory is how to use the prehistory to achieve aims in the education of history. These problems are based on hardly understandable archaeological sources that create the data basement for reconstruction of processes that took place during prehistory. A museum could be presented as an ideal mediator which transfers modern archaeological knowledge to students. Museums with archaeological workplaces and rich collections are situated in a dense network in the territory of the Czech Republic. Among disadvantages of the museum education belongs an absence of unified concept of museums integration into general educational system. Moreover there is a lack of museum pedagogues, their inappropriate professional and didactical training, and limited cooperation between museum pedagogues and specialists from different museum departments. Considering the interpretational specificity of the archaeological sources, it is impossible to manage educational programs relating to prehistory without cooperation between museum pedagogues and archaeologists. A wide range of educational options for prehistory via museums could be divided into three groups. The 1st group includes typical approaches where the main tool is a presentation of a museum’s collection. The 2nd group contains the education in the areas of manufacturing technology. The 3rd group includes educational activities that are realized on the prehistoric sites.