MUSEUM PEDAGOGY AS A TOOL FOR DEVELOPING HISTORICAL THINKING, CULTURAL AWARENESS, AND ETHICAL REFLECTION IN STUDENTS

Authors

  • Niyozov Javlonbek Jakhongir ugli Tashkent International University of Chemistry, Namangan Branch Department of Social and Human Sciences

Keywords:

Museum pedagogy, historical thinking, cultural awareness, experiential learning, civic responsibility, ethical reflection.

Abstract

This study investigates the impact of museum pedagogy on students’ historical thinking, cultural awareness, and ethical reflection. Using a mixed-methods design, the research employed pre-and post-intervention assessments, semi-structured interviews, and reflective journals. Findings indicate that engagement with museum artifacts enhances historical empathy, critical evaluation of sources, and appreciation of cultural heritage. Qualitative analysis identified three key themes: experiential learning, cultural identity formation, and civic-ethical reflection. The results suggest that integrating museum pedagogy into educational curricula fosters both cognitive and socio-emotional development, preparing students to become culturally aware and socially responsible citizens.

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References

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Published

2026-02-11

How to Cite

Niyozov Javlonbek Jakhongir ugli. (2026). MUSEUM PEDAGOGY AS A TOOL FOR DEVELOPING HISTORICAL THINKING, CULTURAL AWARENESS, AND ETHICAL REFLECTION IN STUDENTS. Journal of Applied Science and Social Science, 16(02), 433–436. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/3248

Issue

Vol. 16 No. 02 (2026): Volume 16 Issue 02

Section

Articles

License

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