THE PRINCIPLES OF ORGANIZING THE SCHOOL MUSEUM OF NATURAL DIRECTION

Abstract

The article briefly outlines the history of development and formation of museum pedagogy as a direction in education and outlines its relationship with culture and art. The main urgent tasks of museum pedagogy are outlined and the main directions in which research is carried out today are identified, including general historical approaches to the development of museum pedagogy, the organization and implementation of museum pedagogical projects, the training of future teachers by means of museum pedagogy, museum pedagogy in the work of educational and extracurricular educational institutions, “museum pedagogy” for students of higher educational institutions, etc. The differences between children’s museums and museums at educational institutions (school museums) from a historical perspective are determined. The main directions of the school museum’s activities are noted, including: excursion, cultural and educational, exposition, search and research. The forms of implementation for certain areas of activity are indicated as being combined into three groups: mass, group, individual. According to the theoretical conclusions, the principles of organizing the school science museum of the natural direction have been established, such as: scientific, integration, continuity, visibility, systematicity, dynamism, practicality, humanity, creativity, etc. It has been established that compliance with certain principles of organizing a school science museum of a natural direction will effectively implement the practice of creating science and educational museums on the basis of formal and non-formal education institutions with the participation of teachers and education seekers. The organization of a school science museum in an educational institution will allow to reveal the artistic and aesthetic, cognitive, scientific, cultural, potential of the individual and will allow to fully perceive the natural and cultural heritage of mankind.