Evaluación De Programas Educativos en Museos: Una Nueva Perspectiva

Masachs, Roser Calaf; Maroto, José Luis San Fabián; Berciano, Sué Gutiérrez

doi:10.13042/bordon.2016.42686

Cited by 13 publications

(6 citation statements)

References 5 publications

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“…Some of these studies emphasize evaluation based on standards [10][11][12][13][14], others are oriented towards the evaluation of implementations, both in formal and non-formal spheres, with special emphasis on the use of Information and Communication Technology (ICT) [15,16]. 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.…”

mentioning

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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“…This allows the public to learn, thus making the population aware of their legacy and the importance of education inspired by the values of respect and protection related to heritage. Its purpose is to define a profile of good educational practice in the museum field [108,132].…”

Section: Social Structure Of Field Domainmentioning

confidence: 99%

Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)

2021

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Heritage and museums have constituted two fundamental axes of heritage education research in recent decades. This can be defined as the pedagogical process in which people can learn about heritage assets in formal or informal learning contexts. Museums, as centres of reference in informal education, are in constant and fluid contact with schools and produce different and varied didactic materials related to heritage. This paper provides results concerning the development and shaping of the knowledge domain known as heritage education between 2000 and 2019 on the Web of Science (WoS). To this end, different techniques and tools have been used: R-package Bibliometrix and VOSviewer. This analysis has identified five clusters with the topics underpinning heritage education as a specific field of knowledge. Our inquiry has highlighted the fact that there has been an increase in production regarding research topics associated with heritage education and museums in this period, particularly between 2015 and 2019. The inclusion of ESCI journals has led to a greater visibility of WoS-indexed academic production in some countries. Finally, the concepts “heritage”, “museum” and “education” are the axes around which the research paradigms related to heritage education research seem to have been developed.

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“…El educador constituye el principal responsable de favorecer en el educando el desarrollo de las competencias de forma global y plurifuncional y, por ello, el diseño de propuestas estructuradas y la evaluación de las mismas son pilares fundamentales en la tarea educativa (Rivero, Merillas, García-Ceballos, & Martínez-Rodríguez, 2018). La evaluación de las prácticas nos ofrece información relevante sobre las posibilidades de los museos y la mejora continua de su calidad educativa (Calaf, San Fabián, & Gutiérrez, 2017;Fontal, García-Ceballos, Arias & Arias, 2019;Lucas, Trabajo, & Borghi, 2020;Suárez, Gutiérrez, Calaf, & San Fabián, 2013). Constituye en sí misma un proceso que debe transitar por diferentes fases: orientación, ejecución, control y regulación.…”

Section: Contextounclassified

La educación artística y patrimonial en los museos de Matanzas, Cuba. Evaluación de competencias clave

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Ceballos

et al. 2021

Arte, individuo y sociedad (Internet)

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La integración de las competencias clave en la educación artística no es solo un deber del ámbito formal, los contextos no formales deben actuar en la misma dirección. La presente investigación expone un análisis de la acción educativa de los museos de Matanzas (Cuba) cuyo objetivo es la evaluación de las competencias clave presentes en su diseño e implementación didáctica. La muestra no probabilística se compone de N=5 instituciones museísticas: el Museo de Arte, Palacio de Junco, El Morrillo, Castillo de San Severino. Museo de la Ruta del esclavo y Museo Farmacéutico; 5 directivos y 18 especialistas. Esta evaluación se desarrolla mediante un estudio multicaso de método mixto, compuesto por un instrumento con 6 indicadores y 18 descriptores, que evalúa el grado de adecuación de los diseños educativos a una mediación basada en competencias y permite conocer de forma pormenorizada el método de trabajo, las estrategias y los discursos educativos en la enseñanza del patrimonio, mediante la observación, entrevista estructurada y grupo de discusión. Los principales resultados identifican las competencias más presentes y las susceptibles de mejora contribuyendo a mejorar el trabajo educativo que realizan los museos, y suponen un estado de la cuestión pionero en el contexto cubano.

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Evaluación De Programas Educativos en Museos: Una Nueva Perspectiva

Cited by 13 publications

References 5 publications

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)

Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)

La educación artística y patrimonial en los museos de Matanzas, Cuba. Evaluación de competencias clave

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