Museum visits/learning is another type of active/object based learning that provides a learning experience through all the senses as well as generating a direct link to the past (Fig. 1) from the object source. This learning creates stimulation in young minds about a concept, supporting the development of collaborative discussions as well as the promotion of further learning of museum visits. A recent workshop visit held at the V&A museum provided this rich learning experience through having a well thought out activity (Fig. 2), with instructions and a selection of objects (Fig. 3). This effective object based learning allowed the exploration of topics such as aesthetics, social impact and mechanisms which inspired individual responses and outcomes (Fig. 4), [which is not limited to adding more topics going forward, in or outside the classroom].
Although, Christodoulou (2014, p.101) states,
Consider the English lesson on Romeo and Juliet, which involves making puppets. This involves pupils spending time thinking about the mechanics of puppet-making. That is not to say that colouring in or the mechanics of puppet-making are unimportant. The problem is that the lesson was an English lesson that was supposed to be about Romeo and Juliet. If the aim of the lesson was to teach pupils how to make a puppet, it would have been a good lesson.
She states that active/object based learning fail in their objectives, that those activities take up time, are not cost-effective and leave pupils off topic for a substantial amount of time in the lesson, Christodoulou (2014, p.101). However, her reasons fail to acknowledge lessons require structure for learning to take place, as Watkins (2008, p.45) states, ‘’Active learning aims to promote: active engagement – with materials and resources, with ideas, and perhaps with other people’’. Organised lessons and demonstrations, structured through independent and practical activities, with relevant materials alongside group discussions, promotes desired learning amongst pupils, reiterating the provoking of critical thinking, imagination and creativity in the classroom. This view is supported through the works of education reformer John Dewey, (1938) who explained educator responsibilities include sourcing existing problems (within pupil capacity) for them to experience and to provoke learner curiosity. This enables future pupil participation in finding out more information in the creation of new concepts and creating a basis for future experiences and problems, (Bates, 2016). This theory supports design and technology lesson curriculum and object based learning as a ‘problem solving’ approach i
