Museum pedagogy as a tool for overcoming the value- meaning barriers in learning

Abstract

In this article, the author considers "museum pedagogy" from the point of view of meaning formation. "Museum-pedagogical technology", innovative in education, is considered as a means of overcoming value-meaning barriers in learning. The author claims that getting into the "museum culture", the student answers a lot of questions for himself, bringing the known to the level of personal meaning. The novelty of the study lies in the consideration of museum pedagogy as a tool suitable for overcoming the obstacles of personal meanings of students. In the section "Methods", the author defines personal values as a reflection in the subject's mind of a system of significant meanings, and also provides an interpretation of the concept of meaning barriers as" critical points " that hinder activities, namely learning. The author presents a table of the correlation of meaning barriers with personal and meaning attitudes of interacting subjects of the educational process in the process of applying Museum-pedagogical technology, as well as the author's conclusions regarding the "museum-pedagogical impact". The author conducted an empirical study of the impact of "museum technology" on the formation of personal meanings of students. In the "Results" section the author gives the results of application of pedagogical technology with position of overcoming the obstacles of cognitive activity of students of educational institutions from a position of dialogical interaction between teacher and student. In the section "discussion of results", the author traces the formation of "museum pedagogy" and gives various interpretations of the concept in the works of foreign and domestic authors. In conclusion, the author reveals the role of "museum pedagogy", which is based on dialogue interaction, as the most currently used technology for overcoming obstacles that arise during the interaction of participants in the educational process.