INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1624
THE ROLE AND FUNCTIONS OF SCIENTIFIC AND RESEARCH MUSEUMS
AROUND THE WORLD
Fazilova Dilrabo Khudaykulovna
Senior Lecturer, Department of Social Sciences
Branch of Kazan (Volga Region) Federal University in Jizzakh Uzbekistan
E-mail:
Abstract:
This article explores the significance of museums, particularly science museums, in
the context of modern informal education. It demonstrates that science museums serve as
effective tools for visualizing the history of science through exhibits, promoting interactive
learning methods, and enhancing scientific literacy. Furthermore, the article highlights the
importance of expanding the role of museums as centers for scientific and pedagogical research
and emphasizes the transformation of visitors into active participants through interactive
exhibitions, science fairs, laboratory equipment, and technological experimentation zones.
Keywords:
museum, global experience, science and experimental museums, educational and
pedagogical activity, science, industrial and technological development, tangible and intangible
heritage, conceptual model, International Council of Museums (ICOM), integrated science
education programs, interactive zone, exhibition.
Introduction.
Museums are significant social institutions that serve educational and
cultural-enlightenment purposes by collecting, preserving, and displaying material and
intangible heritage related to humans and their environment. They offer an alternative
educational environment that enriches formal learning and provides an open and continuous
learning space for individuals of all ages. Museum education, organized on scientific and
pedagogical foundations, enhances the cultural and educational roles of museums.
The theoretical basis of this field includes approaches such as constructivism, the theory of
multiple intelligences, and the holistic model of communication. A common feature of these
approaches is the emphasis on the individual needs and abilities of the learner or visitor, placing
them at the center of the learning process. This makes museums an integral and dynamic
component of the modern education system. [1, p. 50–53]
It should be noted that in today’s world, museums play a crucial role as informal
learning spaces. This learning process is often voluntary and shaped by visitors’ personal
interests. Learning in museums occurs within personal, physical, and sociocultural contexts. [2]
While the personal context determines the level of motivation, the physical context—through
exhibits, displays, and the environment—facilitates knowledge acquisition. The sociocultural
context, which reflects the social connections between the visitors and the institution, is a
critical yet underexplored factor. [3]
Unfortunately, traditional didactic approaches often fall short in such settings. [4]
Therefore, modern and interactive pedagogical methods are increasingly necessary to enhance
student engagement in museums.
In particular, boosting young people’s interest and participation in science has become a
pressing issue. [5, p. 1364–1384] Factors such as the content of science, self-confidence,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1625
perceived value, and the weak connection between science and real life serve as significant
barriers. Informal learning environments, especially museums, are recognized as effective tools
to increase students’ interest in science, enhance motivation, and strengthen the link between
science and personal experience. Furthermore, considering the unequal distribution of science
capital, museums can play an essential role in promoting equity and expanding access to
science.
Materials and Methods.
In modern science education, scientific literacy encompasses
not only understanding key scientific concepts but also recognizing scientific inquiry and
research as integral to human activity. [5, p.19] One effective way to achieve this broader
understanding is through teaching the history of science. Researchers have emphasized that
engaging with the history of science plays a vital role in developing scientific thinking in
students.
Science museums hold a unique position in this process as they vividly convey concepts related
to the development of science and philosophy through historical collections. These institutions
also create environments that encourage active interaction with exhibits, thereby increasing
students' intrinsic motivation and interest.
Science museums present scientific and technological developments to the public,
contributing to the improvement of knowledge and practical skills. They showcase
achievements in science, industry, and technology while illuminating the historical stages of
development in these fields. Thus, science museums are becoming an essential part of the
educational process.
These museums are accessible to children, adolescents, and families, serving as
engaging gateways to the world of science and technology. Science museums stimulate
curiosity about science, amaze visitors, and provide opportunities for independent
experimentation, making the learning process interactive.
Science museums are an integral component of informal education. They familiarize young
people with fundamental scientific principles and research methods while enhancing their
critical thinking and analytical skills through active participation.
It is important to note that such institutions play a crucial role in easing economic, social,
cultural, and technological adaptation processes and in fostering the general educational culture
of citizens. Science museums not only demonstrate modern technologies but also allow visitors
to experiment with, use, and explore them directly—distinctly setting them apart from other
types of museums. [7, p.12]
Educational activities within museum environments complement formal school
education. They provide opportunities for student interaction, idea exchange, formulation of
research questions, and development of observation and data collection skills. Therefore,
integrating museum visits systematically into school curricula is essential.
Moreover, hands-on experiences in museums offer important learning opportunities for students.
[8] School excursions—especially to science museums—can serve as effective and innovative
means for practical science education. However, as informal learning environments, museums
offer limited guidance from teachers.
Learning based on students’ natural curiosity not only leads to deeper understanding but also
supports the application of scientific research processes in real contexts. Integrating excursions
into classroom learning ensures targeted visits, and the information obtained from museums is
further developed in class.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1626
This study proposes developing a conceptual model that supports learning in museums
to organize this process effectively. The model is based on three main goals: developing
conceptual understanding, introducing scientific practices, and strengthening personal relevance.
Museums also offer a unique learning environment for children and their families to
explore science and culture in informal settings. [9, p.62–67] They play a crucial role in
cultivating interest in STEM (science, technology, engineering, and mathematics) fields from
early childhood. Research shows that children begin engaging with science as early as
preschool age through museums, zoos, and nature centers.
In the United States, there are over 1,100 science museums that annually provide
excursions, educational programs, camps, teacher training workshops, and parent engagement
activities for millions of children. Consequently, museums hold strategic importance in
developing children’s scientific literacy and cultural awareness.
Research conducted in museums intersects with fields such as science education,
developmental psychology, anthropology, and museum pedagogy. These studies focus not only
on learning outcomes but also on social interaction and personal motivation. Learning in
museums is a multifaceted process involving cognitive, social, and emotional experiences
rather than merely memorizing facts.
In recent years, increasing attention has been paid to the content of conversations between
parents and children in museums and how these dialogues affect learning. [9, p.62–67]
However, the specific role of parents in this process remains underexplored. In particular,
further research is needed on the impact of parental questions and explanations in shaping
children's scientific understanding.
Results.
Research shows that detailed questions posed by parents help direct children's
attention to key aspects and stimulate active cognitive processes. Especially important are "joint
conversations," where children's responses elaborate on their parents’ questions—these
dialogues significantly enhance knowledge retention.
For instance, STEM-related concepts such as mass, velocity, or structural engineering
become more comprehensible when discussed directly between parents and children. This
interaction effectively supports children’s understanding and recall of scientific concepts.
Moreover, learning continues not only during the museum visit but also through follow-up
conversations in daily life. Such extended learning processes—reflecting on museum
experiences over time—lead to deeper comprehension and long-term knowledge consolidation.
Cultural context, parental education level, and prior museum experience influence the
form and effectiveness of these conversations. Therefore, cross-cultural studies are essential to
identify which types of parent-child interactions are preferred in different groups.
Future research should aim to identify conversation types that most effectively foster
children’s scientific literacy, communication skills, and meaning-making abilities. Additionally,
experimental studies are necessary to test the theoretical models in practical settings.
In conclusion, parent-child conversations about science in museums positively impact not only
immediate learning but also long-term knowledge development. A thorough analysis of such
conversations could yield practical results for educational policy and learning environment
design.
Today, museums are seen as important institutions of culture, knowledge, and public
engagement. They carry out diverse functions, including preserving historical heritage,
conducting scientific research, educating the public, and fostering cultural dialogue across
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1627
various groups. Balancing these functions requires strategic planning, financial stability,
technological innovation, and inclusivity. [10]
REFERENCES:
1. E. Mirogianni-Arvaniti, 1999, “The role of museum-educator in Greece”, Archaeology, 71,
50-53.
2. M. Oikonomou, 2004, “New Technologies and Museums: tool or obstacle?”, International
Scientific Electronic Journal, Issue 1.
3. M. Braund, M. Reiss, S. D. Tunnicliffe, T. Moussouri, 1997, “Getting the most from ‘Out-
of-School’, learning in science: What should teachers know?”, available at:
http://www.ase.org.uk/ htm/conferences/at-si/pdf/F9.pdf (last visited 01/25/08).
4. E. Hooper-Greenhill, 1994, The Educational Role of the Museum, Routledge, London and
New.
5. Museum-based Science Education, Learning, and Motivation //Martin, A.J., Durksen, T.L.,
Williamson, D., Kiss, J., & Ginns, P. (2016). The role of a museum- based science
education program in promoting content knowledge and science motivation. Journal of
Research in Science Teaching, 53, 1364-1384. DOI 10.1002/tea.21332.
6. History of Science and Science Museums//Article in Science & Education October 2015. -
19 p.
7. Hülya Ertaş, “Okul Dışı Etkinliklerle Desteklenen Eleştirel Düşünme Öğretiminin Eleştirel
Düşünme Eğilimine ve Fizik Dersine Yönelik Tutuma Etkisi”, Ankara Üniversitesi Sosyal
Bilimler Enstitüsü, Yayımlanmamış Doktora Tezi, Ankara, 2012, s. 12.
8. https://www.tandfonline.com/doi/abs/10.1080/0950069980200604/
9. 21.03.2025
10. Catherine A. Haden (Loyola University Chicago). Talking About Science in Museums.
Child Development Perspectives, Volume 4, Number 1, Pages 62–67.
11. South Australian Museum Review (South Australia. Government of South Australia.
Department of the Premier and Cabinet). Council of Australasian Museum Directors 2022-
23 museum sector data.
12. Шмидт С.О. Краеведение и документальные памятники. - Тверь, 1992 //Об
использовании музеев в учебно-воспитательной работе школ. В помощь музейному
работнику и педагогу. - М.: 1939. //Анциферов Н.П. Краеведный путь в исторической
науке: Историко- культурные ландшафты. //Краеведение, 1928, № 6. С.329. //
Детский туризм в России. Очерки истории: 1918-1998 гг. /Автор- составитель
Ю.С.Константинов. - М: 1998. С. 24-27.
13. Современные тенденции в развитии музеев и музееведения: Материалы IV Всеросс.
с международным участием науч.-практ. конф. (Новосибирск, 22−23 окт. 2020 г.) /
Отв. ред. д-р ист. наук О. Н. Шелегина, д-р ист. наук Г. М. Запорожченко; Ин-т
истории СО РАН. — Новосибирск: ИПЦ НГУ, 2020. - С.19.
14. Martin, A.J., Durksen, T.L., Williamson, D., Kiss, J., & Ginns, P. (2016). The role of a
museum- based science education program in promoting content knowledge and science
motivation. Journal of Research in Science Teaching, 53, 1364-1384. DOI
10.1002/tea.21332.
15. Шепеткова И. А. Театрализация музейного пространства как форма взаимодействия
с посетителями. Дисс. канд. культурологии. СПб., 2006. – C. 215.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1628
16. Колесникова И. А. О феномене музейной педагогики // Художественный музей
в образовательном процессе. СПб.: Спец Лит, 1998. С. 6−15.
17. Frank Oppenheimer, Department of Physics, University of Colorado Reprinted from
Curator: Rationale for A Science Museum. The Museum Journal, Volume 1 Issue 3, Pages
206-209 (September 1968)
18. Peter Heering (Europa-Universität Flensburg). Science Museums and Science Education.
Isis -Volume 108, Number 2, June 2017. - P. 399-406.
19. Peter Heering, “The Enlightened Microscope: Re-enactment and Analysis of Projections
with Eighteenth-Century Solar Microscopes,” British Journal for the History of Science,
2008, 41:345–368.
20. Elizabeth Cavicchi, “A Witness Account of Solar Microscope Projections: Collective Acts
Integrating across Personal and Historical Memory,” Brit. J. Hist. Sci., 2008, 41:369–383.
21. Fazilova Dilrabo Khudaykulovna. (2025). History and Development of The Organizational
Activities of The Physics and Technology Institute. International Journal Of History And
Political Sciences, 5(05), 42–45.
https://doi.org/10.37547/ijhps/Volume05Issue05-11
22. Фазилова Д.Х. История формирования научно-исследовательских музеев в мире
//Muzeyshunoslik XXI asrda: tadqiqotlar, an’analar va innovatsiya. Хalqaro ilmiy-amaliy
konferentsiya materiallari. T., 2024. 141-147-betlar.
23. Fazilova D.X. Fizika-texnika institutining tarixiy ilmiy kashfiyotlarini raqamli kontentga
aylantirish va ularni ilmiy-ta’limiy resurslarga integratsiya qilish //Современные
проблемы интеллектуальных систем. Сборник Республиканского научно-
практического конференции. Часть 2. Джизак, 18-19-апреля 2025. г. – С. 5-8.
