Research on the Educational Functions of Museums and Their Impacts on Cognitive and Social Development of Primary School Students: A Case Study of Shaanxi Natural History Museum

Against the backdrop of China's deepening education reform, oriented towards core competencies and the implementation of the "double reduction" policy, basic education has gradually shifted from a "knowledge-oriented" model to a "competence-oriented" one. The educational value of museums, often referred to as the "second classroom," has become increasingly prominent. In 2021, the National Cultural Heritage Administration and the Ministry of Education jointly issued a document providing policy support for the integration of museums and schools. As a significant natural science venue in Northwest China, the Shaanxi Natural History Museum, with its rich physical exhibits and immersive experiences, has become a key informal learning site for primary school students. However, there is a lack of specialized research on the impact of this museum on the cognitive and social development of local primary school students aged 6-12. This study focuses on the offline exhibition and education scenarios of Shaanxi Natural History Museum, targeting primary school students aged 6-12. Based on the theories of constructivism and situated learning, this study examines the impact of the museum's educational functions on students' cognitive and social development, as well as the key factors that restrict it. The results show that through the integration of physical exhibits, context construction, and task-driven approaches, the museum effectively promotes the transformation of students' cognition from a superficial "naming-classifying" understanding to an in-depth "evidence-explaining" scientific thinking. Additionally, the dual models of "peer collaboration" and "parent-child co-learning" significantly enhance students' communication and collaboration abilities as well as their social quality. Meanwhile, the study reveals several problems in the museum, including the imbalanced utilization of exhibition and educational resources, a lack of hierarchical design in academic activities, underutilization of parental guidance, and an incomplete evaluation system for educational effects. In conclusion, museum education plays a positive role in promoting the cognitive and social development of primary school students. It is necessary to optimize educational functions by implementing age-appropriate and tiered courses, strengthening museum-school collaboration, and improving parents' participation capabilities. The research results can serve as a reference for educational innovation in similar natural history museums in China.