Diseño de un instrumento de análisis para recursos didácticos patrimoniales

Redondo, Carmen Gómez; Masachs, Roser Calaf; Merillas, Olaia Fontal

doi:10.3280/cad2017-001008

Cited by 6 publications

(5 citation statements)

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“…Other research has focused on qualitative assessments [17,18] and on the analysis of educational resources [19,20] or the evaluation of learning [21]. Elsewhere, the design and validation of measurement instruments from psychometric rigor, such as the Q-Edutage scale, aimed at evaluating the quality of heritage education programs [22], and other solvent construction instruments for the evaluation of programs and learning [23][24][25] have begun to develop a hitherto deficient area. Also, coinciding with the European Commission's demand, studies on accessibility and social inclusion through heritage [26,27] have begun to have an impact, seeking learning for all people, in all contexts and moments of life and with special attention to people with functional diversity [28][29][30].All this research contributes to establishing a systemic, participatory, interactive, complex, and sociocritical vision of heritage and heritage education [31,32], and provides a foundation for the relationship between heritage, citizenship, and the construction of identity [33].Fortunately, classroom experiences with objects and material remains from the past are increasingly frequent, elaborate, and successful [34][35][36][37].…”

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confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

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confidence: 99%

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

et al. 2020

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“…The results are an improvement in comparison with other previous studies [48,49,52] and, given that the design of the programs which make up the sample corresponds to the most up-to-date designs, this can be interpreted as a gradual improvement in the conceptualisation of educational proposals. However, aspects such as the overall focus of the heritage [53][54][55] or the internal assessment of the programs continue to be aspects in need of improvement, as has already been shown by previous studies [48,49,52,[56][57][58].…”

Section: Discussionmentioning

confidence: 99%

Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

et al. 2020

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Technological advancements have provided heritage with new learning environments via the use of virtual and augmented reality, which can foster the accessibility and understanding of culture and propose new ways of interacting with heritage. Therefore, in this study, a systematic evaluation is carried out of n=197 heritage education programs listed in the database of the Observatorio de Educación patrimonial en España (OEPE) (the Spanish Heritage Education Observatory–SHEO) which, in their descriptions, integrate the use of virtual environments and/or augmented reality to promote learning on the part of the user. The objectives of this study are: (1) to analyse the state of the art, (2) to evaluate the quality of their educational designs via the “analysis and assessment sequential method for heritage education programs” (SAEPEP-OEPE) and (3) to identify variables which can be improved or which have a significant influence on the quality of the programs. Highlights of the results include: (a) the increasing implementation of these technologies in heritage education programs, with the greater presence of virtual resources than of learning environments, (b) the low level of the scope of educational quality in their designs, particularly their assessment, and (c) the inclusion of advanced technologies slightly decreases the specificity of the educational design.

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“…This is a significant limitation or deficiency, given that evaluation should be an essential part of any education program. The OEPE has carried out analyses and categorisations of these heritage education programs [4][5][6][7] and has, recently, created a tool for the evaluation of the quality of heritage education programs; the Q-Edutage scale based on evaluation by standards [8]. However, the evaluation of heritage education continues to be present in a limited number of education programs [9].…”

Section: The Evaluation Of Heritage Education Programsmentioning

confidence: 99%

Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage

et al. 2020

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This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to discover whether the activities related with new technologies are effective according to the evaluation of those involved in the program. This is evaluation research employing mixed methods in which a collective study of cases is carried out. The main results show (1) the evaluation of the design and the tools of the program achieve an optimal degree of agreement according to the panel of experts as far as the variables measured are concerned, and (2) the schoolchildren and teaching staff provide a positive evaluation of the use of ICT tools for working with heritage. E-learning and m-learning make it possible to motivate pupils in the learning and teaching process. Working with ICT tools acquires importance with regard to the possibilities they offer to disseminate the heritage. An integral evaluation of programs is considered relevant in order to understand their multi-dimensionality.

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Diseño de un instrumento de análisis para recursos didácticos patrimoniales

Cited by 6 publications

References 1 publication

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage

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