Learning About Archaeology and Prehistoric Life

Abstract

This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines (interdisciplinarity). Students participated in two workshops about the creation of a prehistoric object, highlighting the close interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design (N = 439, ages 8-10 years). Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% (of maximum value) for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory (such as where prehistoric people lived and with what resources; medium to large effect sizes: d > 0.9 and d = 0.46, respectively). Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area (medium to large effect sizes, d = 0.5-0.8). A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences (e.g. understanding of climate change as inferred from archaeological knowledge, d = 0.3-0.5). No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation.

Local History and the Development of Heritage Bonds: A Primary Education Intervention

“…In the workshops focused on experimental archaeology in the study by López-Castilla et al [2], it is observed how students learn about the main human activities of Prehistory, the tools and materials they used, and their connection with cultural, social, and economic evolution, being able to use the inductive and deductive method. In the same way, Besse et al [40] prove that in addition to achieving an increase in knowledge, there is also a better interpretation of the passage of time and its changes both in the short and long term, as is also replicated in the present work by observing how the students point out multi-causal historical and social changes around the Roman Baths of Valduno and the area where it is located at different historical moments.…”

“…Different studies indicate that students have some difficulty in pointing out the interdisciplinary nature of archaeology [40][41][42]. Despite this, the present results demonstrate that students recognize different ways of approaching an archaeological excavation, requiring different equipment and professionals from archaeology, historiography, and speleology in order to reach conclusive results [16].…”

“…Moreover, the students pointed out that these types of experiences, which allow them to leave the school grounds, and carry out experiential activities with an impact on the community, can be pleasant and enjoyable moments [40,41]; recognizing, in our case, that it involves both effort and responsibility.…”

University Students’ Perception of the Dehesa and the Associated Traditional Trades

“…This study revealed that the most valued teaching methodologies and activities are those that directly involve students and promote direct visits to the natural environment [35,41,62,63,91,92]. Specifically, the results showed a vivid interest in experiencing the gastronomic culture, which reveals the importance of sensory experiences in the appreciation and understanding of the rural environment and its traditions [49,52,[93][94][95].…”