Historical learning processes of primary school chlildren in museum collections

博物馆和大学的收藏品展示或保存了大量的物质和文化遗产，小学生只能部分地接触到这些遗产。这些收藏品中的许多物品大多存放在储藏室和仓库中，小学生无法接触。收藏品提供的教育机会很少，往往是在没有教育科学专门知识和小学生参与的情况下产生的，尽管收藏品的教育潜力在关于物质文化教育学研究的理论著作中得到了广泛的描述。其中一个原因是，很少有关于普通教育学和历史教育研究的理论工作的定性实证研究，这些研究参照学科教学法阐述馆藏的教育潜力，并指出学校和馆藏之间合作的可能性。民族志研究计划将以两个与学校相关的收藏品为基础，参考小学儿童的已知对象和生活世界以及收集活动，对历史收藏品的可供性进行质性重构的实证研究，这些藏品将以人类学方法为8至11岁小学生接触区的范例（Holdenried 2017，Norman 1999）。莱比锡大学的小学教学法研究项目Sachunterricht Sozialwissenschaften是与莱比锡学校博物馆和莱比锡大学教授合作计划的。桑德拉·奇斯托里尼博士，他负责罗马的大学收藏Fondo Pizzigoni。参照质的重建教育研究，两个子研究将审查（视频）民族志的形式，小学儿童与历史收藏品的对抗。接触区的人类学概念描述了历史变迁的方法，并已被转移到博物馆教学法中，并在研究所自己的初步工作过程中得到进一步发展，根据这一概念，将向小学生提供部分藏品（Clifford 1997;瓦格纳2010）。收藏品的物质性可以鼓励小学生亲自尝试。这些物品也可以通过其不同类型的存储和库存编号的收藏历史来吸引注意力。它们具有可供性的特征，可以包括提供使用和刺激表演性互动（Fox，R./ Panagiotopoulos，D./ Tsouparopoulou，Ch. 2015; Norman 1999; Lewin 1969）.在计划的研究项目中，我们将致力于这一经验上的挑战和启示，其历史学习过程的意义很少阐述的字符。

Museum and university collections display or preserve an extensive material and cultural heritage that is only partially accessible toprimary school children. Many of the objects in the collections, most of which are kept in storage rooms and depots, are not accessible to primary school children. The few educational opportunities available in collections often arise without educational science expertise and without the participation of primary school children, although the educational potential of collection objects has been extensively described in theoretical works in the context of studies on a pedagogy of material culture. One reason for this is that there are few qualitative empirical studies on the theoretical work of general pedagogy and historical educational research that elaborate educational potentials in collections with reference to subject didactics and point out possibilities for cooperation between schools and collections. Based on two school-related collections, which have references to known object and life worlds of primary school children as well as the activity of collecting, the planned ethnographic research project will conduct qualitative-reconstructive empirical research on the affordance of historical collection objects, and the collections will be opened upexemplarily with the anthropological approach to contact zones for 8 to 11-year-old primary school children (Holdenried 2017, Norman 1999). The research project on the didactics of primary school teaching, Sachunterricht Sozialwissenschaften at the University of Leipzig is planned in cooperation with the Schulmuseum Leipzig and Prof.'in Dr. Sandra Chistolini, who is responsible for the university collection Fondo Pizzigoni in Rome. With reference to qualitative reconstructive educational research, two sub-studies will examine (video-)ethnographically the forms of confrontation of primary school children with historical collection objects. Based on the anthropological concept of contact zones, which describes approaches to historical change and has been transferred to museum pedagogy and further developed in the course of the Institute's own preliminary work, selected objects in the collection will be made accessible to primary school children (Clifford 1997; Wagner 2010). The materiality of the objects in the collection can encourage primary school children to try things out for themselves. The objects can also attract attention through the history of the collection with its different types of storage and inventory numbers. They have a character of affordance that can include offers of use and stimulate performative interactions (Fox, R./ Panagiotopoulos, D./ Tsouparopoulou, Ch. 2015; Norman 1999; Lewin 1969). In the planned research project, we will work on this empirically little elaborated character of challenge and affordance and its significance for historical learning processes.