Thinking historically in community history museums: A case study in contextual learning

Abstract

This case study describes how a class of seventh-grade students (aged 12–13 years) worked collaboratively with a group of adult volunteers in a community history museum, to deconstruct the museum’s narratives and reconstruct their own interpretations of the past. It focuses upon the Historical Thinking concept of Evidence and Sources. Qualitative data is analyzed according to Falk and Dierking’s contextual model of learning. Student activities included historic space mapping, photography, thinking aloud, and a material history framework for historical thinking. With repeat museum visits, students came to perceive themselves as active members of a community of inquiry. In turn, adult participants came to relinquish their position of authority. These findings demonstrate how students can be empowered to take charge of their learning in community history museums, and how museum objects can become central to formal classroom instruction in Historical Thinking. Recommendations for museum educators are provided.

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