Application Of Interdisciplinary Teaching In Museum Art Education: Case Study And Enlightenment
DOI:
https://doi.org/10.33736/ijaca.8760.2025Keywords:
Constructivism theory, creativity, museum art education, Inter-disciplinary teachingAbstract
Museum art education offers a dynamic platform for interdisciplinary learning. While many researchers have explored interdisciplinary approaches within traditional classrooms, few have examined how museums integrate multiple disciplines to enrich educational experiences. Some scholars have identified challenges in developing cohesive interdisciplinary models within non-traditional learning environments. Therefore, this study aims to develop a framework that combines constructivist theory, interdisciplinary teaching models, and case study methods to investigate effective interdisciplinary practices in museum art education.Using a case study approach, this paper highlights the integration of STEAM, project-based learning (PBL), and inquiry-based learning (IBL) within museum settings. Given the limited research on interdisciplinary teaching in museum art education, this paper focuses on two central questions: First, how does interdisciplinary teaching impact student engagement and comprehension in museum art education? Second, how does interdisciplinary teaching in museum education influence the development of students' creativity and critical thinking skills? This study employs qualitative thematic analysis to assess learning outcomes, specifically examining the effectiveness of interdisciplinary methods in enhancing student engagement and comprehension in museum contexts. It also investigates whether interdisciplinary teaching significantly fosters creativity and critical thinking in students. These research objectives aim to uncover the potential applications and challenges of interdisciplinary teaching in museum education, ultimately providing practical insights for future educational models.
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