CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL

Kübra Sevimli; Hacer Aksakal; Serkan Narlı; Kamile Us

doi:10.55020/iojpe.1662219

CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL

Abstract

This study aimed to design a prototype mathematics museum for use in mathematics education, drawing on pre-service teachers’ views following a museum education course and a visit to the Tales Mathematics Museum. Employing a basic qualitative research design, this study involved 20 pre-service mathematics teachers selected through criterion sampling. Data were collected via an interview form developed by researchers and analyzed using content analysis. Findings were presented in tables and supported by direct quotations from participants. The results demonstrated that both the course and the museum visit positively influenced pre-service teachers’ perceptions of museums as out-of-school learning environments. According to participants, museums provide opportunities to establish interdisciplinary connections, enrich knowledge of mathematical history, model and concretize abstract concepts, engage students, and support diverse activities. Pre-service teachers recommended that a mathematics museum should incorporate technology-supported simulations, representations of mathematical history, concrete models of theorems, and connections to daily life and art, while being designed to sustain student engagement. In conclusion, a prototype mathematics museum was developed based on these suggestions, underscoring the potential of museum-based approaches to foster meaningful, interdisciplinary, and engaging mathematics learning experiences.

Keywords

Out-of-school learning environments, museum education, pedagogy, museum design, pre service teachers.

Supporting Institution

TÜBİTAK BİDEB

Project Number

1919B012105181

Ethical Statement

This research was conducted with the permission obtained from the Ethics Committee of Dokuz Eylül University Legal Counsel, dated 06.01.2022 and numbered E-87347630-659-173775. The authors declare that they acted in accordance with ethical rules in all processes of the research. The authors declare that they have no conflict of interest.

Thanks

This study was supported within the scope of the project numbered 1919B012105181 by the Scientific and Technological Research Council of Turkey (TÜBİTAK BİDEB). As all authors, we would like to express our gratitude to TÜBİTAK for its support.

References

Acar, A. (2017). Müze ve sergilemelerde etkileşimli tasarım çözümleriyle bilgiyi görselleştirmek [Visualizing information with interactive design solutions in museums and exhibitions]. Sanat Yazıları, 36, 139-155.
Akman, B., Özen Altınkaynak, Ş., Ertürk Kara, H. G., & Can Gül, Ş. (2015). Okul öncesi öğretmenlerinin müze eğitimine ilişkin görüşleri [Preschool teachers’ opinions on museum education]. Journal of Uludag University Faculty of Education, 28(1), 97-115. https://doi.org/10.19171/uuefd.49876
Altun, M. (2006). Matematik öğretiminde gelişmeler [Developments in mathematics teaching]. Journal of Uludag University Faculty of Education, 19(2), 223-238.
Andre, L., Durksen, T., & Volman, M. L. (2017). Museums as avenues of learning for children: A decade of research. Learning Environments Research, 20(1), 47–76. https://doi.org/10.1007/s10984-016-9222-9
Aydoğdu, A. S., Aydoğdu, M. Z., & Aktaş, V. (2022). Matematik dersinde bir eğitim aracı olarak sanal müze kullanımı [The use of virtual museums as an educational tool in mathematics lessons]. International Journal of Social Science Research, 11(1), 51-70.
Aydoğdu, A. S., Aydoğdu, M. Z., & Aktaş, V. (2023). Okul dışı öğrenme ortamlarıyla ilgili matematik öğretmenlerinin görüşleri [Mathematics teachers’ opinions on out-of-school learning environments]. Buca Faculty of Education Journal, (55), 60-78. https://doi.org/10.53444/deubefd.1171301
Aydoğdu, M. Z., & Aydoğdu, A. S. (2025). Okul dışı öğrenme ortamlarında problem kurma: Matematik öğretmen adaylarının sürece yönelik değerlendirmeleri [Problem posing in out-of-school learning environments: Pre-service mathematics teachers’ evaluations of the process]. Abant Izzet Baysal University Journal of Faculty of Education (BAIBUEFD), 25(2), 1103–1120. https://doi.org/10.17240/aibuefd.2025..-1552149
Bahadır, E., & Hırdıç, K. (2018). Matematik müzesinde yürütülen öğrenme etkinliklerinin öğrencilerin matematikleştirme sürecine katkıları ve uygulama hakkında öğrenci görüşleri [Contributions of learning activities in mathematics museum to students’ mathematization process and student opinions on implementation]. Turkish Studies Social Sciences, 13(26), 151-172. http://dx.doi.org/10.7827/TurkishStudies.14598
Binekci, Ö. (2023). A bibliographic study on current research in the field of museum education in Türkiye. Journal of International Museum Education, 5(Special Issue), 175-184.
Buchholtz, N. (2023). Technology-enhanced mathematics trails for out-of-school learning of the application of mathematics. In Technology integration and transformation in STEM classrooms (pp. 147–164). IGI Global.

Buyurgan, S. (2019). Öğrenme ortamı olarak müzeler [Museums as learning environments]. Ankara: Pegem Academy.
Casi, R., & Sabena, C. (2024). Mathematics in art and history museums: An informal mathematics education case for teachers’ in-service training. Education Sciences, 14(5), 489. https://doi.org/10.3390/educsci14050489
Creswell, J. W. (2021). Nitel araştırma yöntemleri, beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative research methods: Research design according to five approaches] (6th ed.; Çev. Ed. S. B. Demir & M. Bütün). Ankara: Siyasal Kitabevi.
Çiçek, Ö., & Saraç, E. (2017). Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri [Science teachers’ opinions on out-of-school learning experiences]. Ahi Evran University Faculty of Education Journal, 18(3), 504-522.
Çıldır, Z., & Karadeniz, C. (2017). Okul öncesi öğretmen adaylarının görüşleri bağlamında müze ve müzede eğitim [Museum and museum education in the context of pre-service preschool teachers’ opinions]. Milli Eğitim Dergisi, 46(214), 359-383.
Demirel, İ. N. (2020). Sınıf eğitimi öğretmen adaylarının müzelerde eğitim uygulamalarına yönelik öz yeterlikleri [Pre-service classroom teachers’ self-efficacy regarding museum education practices]. Abant Izzet Baysal University Journal of Faculty of Education (BAIBUEFD), 20(1), 585-604. https://doi.org/10.17240/aibuefd.2020.20.52925-635352
Dere, İ., & Gökçınar, B. (2025). Exploring Turkish preservice teachers’ perspectives on out-of-school learning environments: benefits, challenges, and educational implications. Journal of Adventure Education and Outdoor Learning, 1-20. https://doi.org/10.1080/14729679.2025.2585200
Dumont, C., De Backer, F., Dewinter, H., & Vandermeersche, G. (2025). Museum educators’ views on digital museum education: opportunities and challenges. Cultural Trends, 34(3), 398-413. https://doi.org/10.1080/09548963.2024.2378324
Erbay, F. (2017). Müzelerin eğitim ve tasarım atölyelerinde informal eğitim [Informal education in museum and design workshops]. Milli Eğitim Dergisi, 46(214), 239–253.
Erbay, M. (2017). Education in museums with next generation technologies. Milli Eğitim Dergisi, 46(214), 255–268.
Erem, E. (2019). Sınıf öğretmeni adaylarının seçmeli müze eğitimi dersine ilişkin görüşleri [Pre-service classroom teachers’ opinions on elective museum education course] (Unpublished Master’s Thesis). Pamukkale University.
Ertaş, H. (2012). The effects of critical thinking education supported by out-of-school activities on critical thinking disposition and attitude toward physics course. Education and Science, 39(176), 13–30.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. https://doi.org/10.1007/s10956-006-9027-1
Govekar-Okoliš, M. (2018). Effectiveness of school lessons from the past as living forms of museum education for university students. Museum Management and Curatorship, 33(4), 382–397. https://doi.org/10.1080/09647775.2018.1490198
Göğebakan, Y. (2018). Alternatif öğrenme mekanları olarak müzelerin eğitim-öğretimde kullanılmasının önemi [The importance of using museums as alternative learning spaces in education]. Journal of the Fine Arts Institute (GSED), (40), 9–41.
Guardino, C., Hall, K. W., Largo-Wight, E., & Hubbuch, C. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2), 113–126. https://doi.org/10.1007/s42322-019-00033-7
Gürbey, Z. B., Efe, H., & Mertoğlu, H. (2020). Fen bilgisi öğretmen adaylarının okul dışı öğrenme kapsamında müze eğitimine ilişkin görüşleri [Pre-service science teachers’ opinions on museum education in out-of-school learning]. Journal of Sustainable Educational Studies (JSES), 1(1), 13–25.
Hamurcu, H., Girgin, D., & Özyılmaz Akamca, G. (2007). Fen ve teknoloji öğretiminde müzelerden yararlanıyor muyuz: Öğretmenlerin ve öğretmen adaylarının görüşleri [Do we benefit from museums in science and technology education: Opinions of teachers and pre-service teachers]. In Anadolu Üniversitesi VI. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu (pp. 31–38). Eskişehir: Nobel Publishing.
Haji, S., Yumiati, Y., & Zamzaili, Z. (2019). Improving students’ productive disposition through realistic mathematics education with outdoor approach. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(2), 101–111.
Hein, G. E. (1998). Learning in the museum. Routledge.
Holmes, J. A. (2011). Informal learning: Student achievement and motivation in science through museum-based learning. Learning Environments Research, 14, 263–277. https://doi.org/10.1007/s10984-011-9094-y
İlhan, G., Tokmak, A., & Aktaş, V. (2021). Virtual museum experiences of social studies teacher candidates. Journal of International Museum Education, 3, 74–93. https://doi.org/10.51637/jimuseumed.958918
İnce, S., & Akcanca, N. (2021). Okul öncesi eğitimde okul dışı öğrenme ortamlarına yönelik ebeveyn görüşleri [Parents’ opinions on out-of-school learning environments in preschool education]. Mehmet Akif Ersoy University Journal of Education Faculty, 58, 172–197. https://doi.org/10.30798/maeuefd.886446
Karakaş, S. (2020). Education in science and technology museums. Journal of International Museum Education, 2(1), 62 78.
Kaya, R., & Okumuş, O. (2018). Sanal müzelerin tarih derslerinde kullanımının öğrenci görüşlerine göre değerlendirilmesi [Evaluation of virtual museums’ use in history classes according to student opinions]. Turkish History Education Journal, 7(1), 113–153. https://doi.org/10.17497/tuhed.397476
Kayhan Altay, M., & Yetkin Özdemir, E. (2023). The use of museum resources in mathematics education: A study with preservice middle school mathematics teachers. Journal of Education for Teaching, 49(4), 616–629. https://doi.org/10.1080/02607476.2022.2150534
Kır, H., Kalfaoğlu, M., & Aksu, H. H. (2021). Mathematics teachers' opinions on the use of out-of-school learning. International Journal of Educational Studies in Mathematics, 8(1), 59–76. https://doi.org/10.17278/ijesim.839925
Kisida, B., Bowen, D. H., & Greene, J. P. (2016). Measuring critical thinking: Results from an art museum field trip experiment. Journal of Research on Educational Effectiveness, 9(sup1), 171–187. https://doi.org/10.1080/19345747.2015.1086915
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Körükcü, M. (2019). Değişen müze eğitimi algısı çerçevesinde sosyal bilgiler ve tarih öğretmen adaylarının müze eğitimine yönelik özyeterlik inançları [Self-efficacy beliefs of social studies and history teacher candidates within the context of changing museum education perceptions]. Trakya University Journal of Social Science, 21(2), 759–771. https://doi.org/10.26468/trakyasobed.542284
Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). SAGE.
Kuruoğlu Maccario, N. (2002). Müzelerin eğitim ortamı olarak kullanımı [Use of museums as educational environments]. Journal of Uludag University Faculty of Education, 15(1), 275–285.
Kuş, M. (2024). Conceptualization of out-of-school mathematics education. Journal of Education for Life, 38(1), 245–257. https://doi.org/10.33308/26674874.2024381644
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mettis, K., Väljataga, T., & Uus, Õ. (2023). Mobile outdoor learning effect on students’ conceptual change and transformative experience. Technology, Knowledge and Learning, 28(2), 705–726.
Neu, R. E. (1985). Can an art museum teach math and history? National Art Education Association, 40(6), 19–21. https://www.jstor.org/stable/3192888
Okvuran, A., & Karadeniz, C. (2022). Teacher’s impact on museum education and design of new-generation school and museum collaboration in Turkey. Museum Management and Curatorship, 37(1), 17–43. https://doi.org/10.1080/09647775.2021.1914138
Önder, A., Abacı, O., & Kamaraj, I. (2009). Müzelerin eğitim amaçlı kullanımı projesi: İstanbul Arkeoloji Müzesi’ndeki Marmara örneklemi [Project on educational use of museums: Marmara sample from Istanbul Archaeology Museum]. Pamukkale University Journal of Education, 25(25), 103–117.
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (M. Bütün & S. B. Demir, Çev.). Pegem Academy.
Rennie, L. J., Feher, E., Dierking, L. D., & Falk, J. H. (2003). Toward an agenda for advancing research on science learning in out‐of‐school settings. Journal of Research in Science Teaching, 40(2), 112–120. https://doi.org/10.1002/tea.10067
Roldán-Zafra, J., & Perea, C. (2022). Math learning in a science museum—Proposal for a workshop design based on STEAM strategy to learn mathematics: The case of the cryptography workshop. Mathematics, 10(22), Article 4335. https://doi.org/10.3390/math10224335
Saraç, H. (2017). Türkiye’de okul dışı öğrenme ortamlarına ilişkin yapılan araştırmalar: İçerik analizi çalışması [Research on out-of-school learning environments in Turkey: A content analysis study]. Journal of Education, Theory and Practical Research, 3(2), 60–81.
Seligmann, T. (2015, November 2). Learning museum: A meeting place for pre-service teachers and museums. Journal of Museum Education, 39(1), 42–53.
Sezgin Özrili, A., & Özrili, Y. (2021). Interactive exhibition applications in museums. Inönü University Journal of Art and Design, 11(24), 86–102.
Swanson, D., & Williams, J. (2014). Making abstract mathematics concrete in and out of school. Educational Studies in Mathematics, 86(2), 193–209. https://doi.org/10.1007/s10649-014-9536-4
Tanrıöğen, A. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Anı Publishing.
Usta, N., Gürçay, S., Sakioğlu, Ş., & Demir, F. (2023). Okul dışı öğrenme ortamı uygulamalarının öğrencilerin matematik başarılarına etkisi ve uygulamaya ilişkin görüşleri [The effects of out-of-school learning environment practices on students’ mathematics achievement and their opinions on the implementation]. Yaşadıkça Eğitim, 37(3), 711-733. https://doi.org/10.33308/26674874.2023373593
Uysal, M. (2013). Müze tasarımında ortaya çıkan kriterler [Criteria emerging in museum design] (Unpublished master’s thesis). Gazi University.
Waite, S., & Aronsson, J. (2022). Some impacts on health and wellbeing from school-based outdoor learning. In R. Jucker & J. von Au (Eds.), High-quality outdoor learning: Evidence-based education outside the classroom for children, teachers and society (pp. 171–190). Springer Nature. https://doi.org/10.1007/978-3-031-04108-2
Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin Publishing.
Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (Rev. ed.). Seçkin Publishing.
Yıldız, C., & Göl, R. (2014). Matematik derslerinde sınıf dışı etkinliklerin kullanımı [Use of out-of-class activities in mathematics lessons]. Journal of Research in Education and Teaching, 3(1), 85–94.
Yılmaz, A. (1996). Müzelerde çocuk eğitiminin müze koleksiyonları bağlamında değerlendirilmesi ve Rahmi M. Koç Sanayi Müzesi örneğinde irdelenmesi [Evaluation of children’s education in museums in the context of museum collections: The case of Rahmi M. Koç Industrial Museum] (Unpublished master’s thesis). Yıldız Technical University.
Yıldırım, E. (2017). Müzelerin eğitimde kullanımına yönelik sınıf öğretmeni adaylarının görüşleri [Pre-service classroom teachers’ opinions on the use of museums in education]. HAYEF: Journal of Education, 14(2), 113–129. https://doi.org/10.26650/hayef.2017.14.2.0012
Yurd, M., & Varnacı Uzun, F. (2024). Müze eğitimi projesine katılan öğrencilerin müze eğitimine ilişkin farkındalık düzeylerinin ve görüşlerinin değerlendirilmesi [Evaluation of students’ awareness and opinions regarding museum education in a museum education project]. Buca Faculty of Education Journal, (60), 913–930. https://doi.org/10.53444/deubefd.1335657
Zoldosova, K., & Prokop, P. (2006). Education in the field influences children’s ideas and interest toward science. Journal of Science Education and Technology, 15(3–4), 304–313.

Details

Primary Language

English

Subjects

Basic Training (Other)

Journal Section

Research Article

Authors

Kübra Sevimli ^*
0009-0006-1422-9932
Türkiye

Hacer Aksakal
0009-0009-4347-8593
Türkiye

Serkan Narlı
0000-0001-8629-8722
Türkiye

Kamile Us
0009-0004-2015-6835
Türkiye

Publication Date

December 31, 2025

Submission Date

March 21, 2025

Acceptance Date

November 11, 2025

Published in Issue

Year 2025 Volume: 14 Number: 4

DOI

https://doi.org/10.55020/iojpe.1662219

IZ

https://izlik.org/JA27FZ73HM

APA

Sevimli, K., Aksakal, H., Narlı, S., & Us, K. (2025). CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL. International Online Journal of Primary Education, 14(4), 211-238. https://doi.org/10.55020/iojpe.1662219

AMA

1.Sevimli K, Aksakal H, Narlı S, Us K. CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL. Int. Online J. Prim. Educ. 2025;14(4):211-238. doi:10.55020/iojpe.1662219

Chicago

Sevimli, Kübra, Hacer Aksakal, Serkan Narlı, and Kamile Us. 2025. “CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL”. International Online Journal of Primary Education 14 (4): 211-38. https://doi.org/10.55020/iojpe.1662219.

EndNote

Sevimli K, Aksakal H, Narlı S, Us K (December 1, 2025) CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL. International Online Journal of Primary Education 14 4 211–238.

IEEE

[1]K. Sevimli, H. Aksakal, S. Narlı, and K. Us, “CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL”, Int. Online J. Prim. Educ., vol. 14, no. 4, pp. 211–238, Dec. 2025, doi: 10.55020/iojpe.1662219.

ISNAD

Sevimli, Kübra - Aksakal, Hacer - Narlı, Serkan - Us, Kamile. “CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL”. International Online Journal of Primary Education 14/4 (December 1, 2025): 211-238. https://doi.org/10.55020/iojpe.1662219.

JAMA

1.Sevimli K, Aksakal H, Narlı S, Us K. CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL. Int. Online J. Prim. Educ. 2025;14:211–238.

MLA

Sevimli, Kübra, et al. “CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL”. International Online Journal of Primary Education, vol. 14, no. 4, Dec. 2025, pp. 211-38, doi:10.55020/iojpe.1662219.

Vancouver

1.Kübra Sevimli, Hacer Aksakal, Serkan Narlı, Kamile Us. CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL. Int. Online J. Prim. Educ. 2025 Dec. 1;14(4):211-38. doi:10.55020/iojpe.1662219

Creative Commons Licenses

All articles published in International Online Journal of Primary Education's content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

(Counter start: February 28, 2021)

CAN MUSEUMS BE USED IN MATHEMATICS EDUCATION? PRE SERVICE PRIMARY SCHOOL MATHEMATICS TEACHERS’ PERSPECTIVES AND A DESIGN PROPOSAL

Abstract

Keywords

Supporting Institution

Project Number

Ethical Statement

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite