Mrs. Zvia Levi- Manager of PISGA Center at Nazareth ILit

1. The Holocaust Museum –“To Remember and Never Forget”A municipal project to study the Holocaust era through constrictive experiential learningAnat-RavivHaifa university- Education Department Ministry of Education Israel Mrs. Zvia Levi- Manager of PISGA Center at Nazareth ILit Mrs. Ayala Zelinger - Municipal projects coordinator Nazareth ILit Dr. Anat Raviv - Pedagogic-Academic supervision INTERLEARN CONFERENCE 2005 HELSINKI

2. Hypotheses For young pupils (11-12 years, 6 grade) it is very difficult to understand and believe the events that happened in the Holocaust era.

3. The Holocaust Museum “To Remember and Never Forget”

4. The study purposeAn Integrative Assessment Process (Friedman, 2005) Program planning Program execution Process assessment Outcome assessment Efficiency assessment Needs Assessment

5. Why teaching the subject?Need Assessment The main aim is imparting and demonstrating the Holocaust and its atrocities to the younger generation by the using of authentic exhibits in the Holocaust Museum.

6. The Learning Process A visit to the museum that includes experiential and emotional activities, in individual and group settings Academic Activity in the classroom Feedback

7. From planning to execution Activity at the museum Preparation meeting Teachers' summary discussion Feedback and reflection with the pupils

8. Constructive Learning • The suggested teaching/learning program strategy including: • Learning the subject and visiting at the museum integrated with activities have two aspects of constructivist learning: • Constructing the learner’s personal knowledge by watching, discussing, talking and being active – social constructivism (Harpaz, 2000). • Authentic constructivist teaching (Brooks & Brooks, 1999).

9. Pictures from the activity at the Museum

10. Process assessmentThe study goals • To examine the effectiveness, of the project combining learning and experiencing at the “Holocaust Museum” from the pupils and their teachers aspects and attitudes. • To examine the advantages and disadvantages of studying the subject in this way. • To collect views and responses regarding the study of the Holocaust subject from both the cognitive-didactic and the emotional aspect. • Conclusion drawing as a basis for an offer to lever this teaching-learning method as a model of meaningful learning. • To improve the organization and execution of educational activities in school as part of municipal projects.

11. Questionnaire (close and open questions) Class interview Questionnaire (close and open questions) Class interview Pupils α=.6060 N = 61, 7th grade Pupils α=.6289 N = 227 ,6th grade The study tools research Post-research Teachers α=.7343 N = 9 Findings analysis was conducted using quantitative tools – statistical analyses - and qualitative tools – content analysis.

12. ResearchOutcome assessment: The study findings - teachers Figure 1: Teachers- questionnaire Mean- 3.9 S. D- 0.367 S.D

13. The study findings – pupils who participated in the municipal project “To Remember and Never Forget" Figure 2: The distribution of the pupils’ population according to the schools in the town that participated in the project Holocaust Museum Of all the questionnaires distributed to the pupils during the study, 261 questionnaires were returned, 227 of which were filled completely. The study group N = 227 (pupils from all the town’s schools)

14. Pupils' questionnaire - mean values for each question Figure 3: The distribution of the pupils’ answers S.D

15. Figure 4: “Personal feelings that surfaced from learning, visiting, and the activities at the Holocaust Museum

16. Building a category tree of the pupils’ feelings during the learning activities Hope for the future Physiological reactions Emotional reactions Anxiety, sadness Shivering Love to Israel Fear Hope for resurrection Shock Overwhelmed happiness that some survived Apprehension Pain Crying Suffering Sorrow Depression Despair Personal feelings that surfaced from learning, visiting, and the activities at the Holocaust Museum

17. Efficiency assessmentPost research Figure 5: Comparison research and pos research mean scores

18. Efficiency assessmentPost research Figure 6: “What do I remember?” 8 months later

19. Discussion and Conclusions • In light of the study findings, it can be said that a deep and meaningful learning experience was created following a concrete interaction between the learning and the subjects of study. • This experience remained engraved in the learner’s memory in the long-term because it involved the learner in multi-sensory learning.

20. In light of the UN resolution of 2/11/2005 that the 29th of January will be the global memorial day of the Holocaust, this kind of teaching/learning program could serve as a recommendation to teach the subject to school students in a concrete and experiential manner all over the world, to create awareness and develop emotional identification and empathy with universal human situations.

21. Thank you for your participation and attention PISGA Center Staff, “ Nazareth ILith” INTERLEARN CONFERENCE 2005 HELSINKI