| Classroom Observation: Question 54: Was any reference made
to the object being real? |
Conclusion: 50% (13) of 26 observations did not include a reference to
the objects being real. Out of those who did make some reference (13) - such as describing
the loans as "old" - just over half were Non-users. It seems to be that the more
familiar schools are with loans, the less likely they are to point out the fact that the
objects are real.
Summary of findings:
These results are based on observations in 26 classrooms.
- · 50% did not in any way include a reference to the objects being real while the other
50% did include a direct or indirect reference to the objects being real
- · 70% of the first time users made reference to the fact that the objects were genuine
while 38% of the regular users made reference to the objects being genuine
- · 53% of primary school users mentioned that the objects were old or real while 44% of
secondary school users mentioned that the objects were old or real
|
| Classroom Observation: Question 54: Individual Schools |
Key: A "user" is a school that already uses the loan service. A
"non-user" is a school that does not currently use the loan service.
· No reference to the real: 9 observations
1. School G: User: Primary
2. School K: User: Primary
3. School P: Non-user: Primary
4. School Q: User: Secondary
5. School S: User: Secondary
6. School R: User: Secondary
7. School T: User: Secondary
8. School U: User: Secondary
9. School Z: Non-user: Primary
· No reference to the real where the loans used in the lessons were models: 3
observations
10. School A: User: Primary
11. School F: User: Primary
12. School J: User: Primary
· No reference to the real where the loans used in the lesson were specimens:
1 observation
13. School N: Non-user: Primary
· Some reference to the real: 3 observations
14. School B: User: Primary: Teacher
Was any reference made to the object being real?
Yes.
Teacher: "In books there are not always "real" objects - sometimes the
illustrations are made up. These are real artefacts."
Student: "If you didn't have artefacts in the first place, people wouldn't be able to
write books."
Student: "There would be no history without artefacts."
Student: "It is much more fun to see them in real life."
Student: "You can learn much more how they did things. You could read how they used
it but when you see it you can see how it works."
Teacher: "You can see it and use a lot of other senses. You can smell it and most
importantly you can feel it."
15. School L: Non-user: Primary: Teacher
Was any reference made to the object being real?
Yes. The teacher made the distinction between the model and its "real"
counterpart:
Teacher: (of the Spirit of St. Louis model) "What's the real one made of?"
16. School V: Non-user: Secondary with Primary: Teacher
Was any reference made to the object being real?
The loans were both models. The only reference to the real was when girls in
Tudor-type costumes that they had made clarified the distinction between their dresses and
real dresses: "If you go to a history museum you can see many real dresses."
· More indirect references to the real: 10 observations:
17. School C: User: Primary
Was any reference made to the object being real?
No, but the fact that the students were looking at the loans as an example of
"then" in their drawing and writing implies this.
18. School D: User: Primary
When a student was asked by the teacher how old they thought the shoe was
they replied "About 100 years old".
19. School E: User: Primary: Student
Was any reference made to the object being real?
The word "real" was not used but there was a general assumption by both the
teacher and the students that the objects were real:
Student: "We think it is a children's game, about 200-300 years old."
20. School H: User: Primary
Was any reference made to the object being real?
Not directly - it was assumed that the artefacts were real: Student's writing:
"We can tell that the things are old as they are worn and discoloured."
21. School I: User: Primary
Was any reference made to the object being real?
The word "real" was not used but each object on display was given a
description with "old" in it. For example: "Here is an extremely old coin.
It dates back to the reign of Queen Victoria - 113 years ago."
22. School M: Non-user: Primary
Was any reference made to the object being real?
The word real was not used but the teacher implied they were real in the introduction:
"You have various things in front of you. In all cases, you are going to examine
things a darn sight older than you."
23. School O: Non-user: Primary: Head
Was any reference made to the object being real?
The fact that they were real was an impediment to their use. Headteacher: "We
have spent a lot of money on artificial artefacts to support the Jewish religion, Tudors
and the Victorians. Most subject areas have got a box of artefacts. These were very cheap
so the teachers are totally happy to let the children pass them around… I think the
difference between our collections and the museum objects is that they are cheap but good
quality and the teachers are comfortable using them."
24. School W: Non-user: Secondary
Was any reference made to the object being real?
Although the teacher did not use the word "real", she did mention that
"They are very old and precious."
25. School X: Non-user: Secondary
Was any reference made to the object being real?
The students made a distinction between the objects they were holding and
"fake" ones: "You should make fake ones and make a business of it".
26. School Y: Non-user: Secondary
Was any reference made to the object being real?
When the students were investigating a model helmet, I asked them: "Is it real or
a replica?" The student replied "There are no dents. Its been made in some
way."
|
