GEOMUSEUM PEDAGOGY – URAL “CREATIVITY IN LABOR OF LOVE”: NATURAL PHILOSOPHY, EXPERIMENT, SCIENTIFIC SEARCH, SELF-DETERMINATION

• Main Authors: P. S. Kozlov, I. V. Kozlova, R. R. Lentsevich
• Format: Article
• Language: deu
• Published: Ural State Mining University 2018-12-01
• Series: Izvestiâ Uralʹskogo Gosudarstvennogo Gornogo Universiteta
• Subjects: Urals; geomuseum pedagogy; “school” geological museum; junior geologist-naturalist; integrated expedition; students of the museum scientific society “Riphean”; metallurgical experiment; socially significant activity; social and professional self-determination; laureates; education and research work; Shilovskoe deposit; “hot paleospots”; virtual geological route
• Online Access: https://www.iuggu.ru/en/4-18-21

Relevance of this work arises from the need to summarize and present to the public the positive pedagogical experience in working with young naturalists and junior geologists, which are fascinated with natural scientific knowledge, interested in searching for and collecting minerals, rocks and fossils, as well as scientific studies and scientific search at the Geological museum cabinet (the status of a “school museum”) in UD Revda (Sverdlovsk Region). This work aims at presenting the foundations of geomuseum pedagogy (GMP) – the authors’ pedagogical system of educational and socially practice-oriented activities with junior geologists, young naturalists, to show its advantages compared to the traditional museum pedagogy and the role of the geological museum, integrated geological–ecological–local history expeditions, scientific research and socially important activities in the team development of the junior association “Rifey-GeoEko” and the harmonious development of personality of students. Research methods. The geomuseum pedagogy is based on the method of systematic pedagogical observations, analysis, and correction of educational activities on the basis of the freedom of choice of natural sciences to study. The naturalist is a nature explorer, which is well informed about nature and how significant the nature to us. The monitoring of the develop-ment of young naturalists is based on person-oriented, team-oriented, and competence-based approaches at studying in the museum, during hiking trips and annual summer expeditions, the participation of juniors in intellectual and creativity competitions and sociallyoriented activities. Research results. Our experience of activity in the field of geomuseum pedagogy (1988–2018) shows the effectiveness of the GMP, which is expressed in the creation of a friendly, purposeful team of like-minded colleagues and, correspondingly, the optimal conditions for the development of personality of each natural scientist. One of the distinguishing features of the GMP is the positive results of the diverse practice-oriented activities of children and junior associations in nature and society. As a result, the authors’ principle of the “triple bottom line concept” (“three pillars”) of the GMP is implemented: the trinity of personalities in a multilateral activity – children, parents, teachers; the trinity of environments in the education—geological museum, nature, society; the trinity of sciences at the scientific search – geology, ecology, and local history. Conclusions. The new term – geomuseum pedagogy was proposed for the first time. The essence of this kind of activity is determined by two leading fundamental vectors. The pedagogical vector reflects the results of the supplementary education and a degree of education of children and juniors in the field of natural sciences, as well as their positive choice of the trajectory of life. The second socially important vector demonstrates the results of the practice-oriented activity of a team of like-minded colleagues (children, parents, and teachers), the socialization of young naturalists to help them to get socially involved in the museum, as well as in the nature and society. Based on the personal experience, authors are strongly convinced that in the Urals and beyond it there are many school geological and geological and local history museums and mineral exhibitions, within which young amateurs of minerals, hiking tours and expeditions. The natural sciences, scientific research, and inquiry encourage children to understanding the evolution of the Earth, develop the natural scientific worldview, and contribute social and professional self-determination, as well as the full development of the human personality. When entering the adulthood, especially in the student years, the acquired knowledge, skills, and life experience will determine the perspectives of their further development.