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The Efficacy of Object Deciphering in STEAM Education Beyond Encounters and Collisions Between Learners and Objects

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Abstract

University museums have embodied that object-based learning, a mode of active or experiential learning with objects within museums, plays a decisive role in cross-disciplinary learning that involves collections and objects across diverse disciplinary fields. Therefore, contemporary university museums can function as academic hubs or cultural commons in their respective parental institutions. This study explores object-based learning while mainly focusing on object deciphering for interdisciplinary/cross-disciplinary learning with objects related to own culture and tradition between personnel in different specialties in both physical (in-person) and virtual (online) museum settings. This study aims to demonstrate the efficacy of object deciphering, which is an emerging learning method derived from object-based learning for interdisciplinary/cross-disciplinary learning with object-related own culture and tradition. To achieve it, nishiki-e was adopted as learning materials, because it is a well-known antique artwork among Japan. After the liberal arts lecture, it was shown that; (1) physical object handling, compared with online learning, plays a significant role in helping learners gain interest in a subject in accordance with previous studies, (2) it is suitable for interdisciplinary/cross-disciplinary learning with objects related to one’s own culture and tradition to deal and interact with learners who have different specialties, (3) object deciphering can prompt learners’ self-discovery through interdisciplinary/cross-disciplinary learning, so that they can find, explore, and love themselves. In the future, the author wishes to explore the relationship between the efficacy and modes on object deciphering in the pedagogical context and psychotherapy in the psychological context in university museums.

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Acknowledgements

This work was supported by a Grant-in-Aid for Early-Career Scientists (Grant number 20K13253) to S. T. from the Japan Society for the Promotion of Science.

Funding

This work was supported by a Grant-in-Aid for Early-Career Scientists (Grant number 20K13253) to S. T. from the Japan Society for the Promotion of Science.

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  1. The University of Tokyo (Graduate School of Agricultural and Life Sciences), Tokyo, Japan

    Sayuri Tanabashi

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Tanabashi, S. The Efficacy of Object Deciphering in STEAM Education Beyond Encounters and Collisions Between Learners and Objects. SN COMPUT. SCI. 3, 484 (2022). https://doi.org/10.1007/s42979-022-01403-7

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