Student Concepts after a Didactic Experiment in Heritage Education

Rite, Mónica Trabajo; López, José María Cuenca

doi:10.3390/su12073046

Cited by 17 publications

(20 citation statements)

References 28 publications

(33 reference statements)

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“…However, although they are scarce, it is necessary to cite some works, especially in the TFG, in which a marked academic perspective is presented (cases TFG 9 and TFG 10) in the didactic proposals that are made, which on the other hand coincides with a predominant vision in teaching and learning processes in general (Estepa et al, 2008). More abundant are the works oriented towards the conservationist aim through the teaching of heritage, which is particularly perceived in cases such as TFM 17, TFG 24, or TFM 32, in which the meaning of heritage education is conceived as more closely linked with the conservation of heritage than with its socializing value or as a key reference for citizenship education, coinciding with the results of various studies that analyze students' conceptions about heritage and its teaching (Trabajo and Cuenca, 2020).…”

Section: Resultsmentioning

confidence: 96%

Teacher training in heritage education: good practices for citizenship education

López

Cáceres

Giménez

2021

Humanit Soc Sci Commun

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Education of citizens to understand, address and resolve current social and environmental issues calls for a new professional profile that is more reflective, investigative, and critical of the teaching staff and which modifies the predominant, more traditional teaching methodologies. For this reason, we consider it essential that future teachers responsible for all subjects in which heritage is a relevant educational component should have appropriate training in these key concepts, in relation to heritage, emotions, identities, citizenship, and the approach to relevant socio-environmental problems. The study developed here analyses different end-of-degree projects (undergraduate and master’s degrees) carried out by teachers in initial training for Primary and Secondary Education. In their training process, they have addressed different criteria that are considered key to carry out didactic proposals for citizenship education based on heritage, from the perspective of determining good practices in the teaching and learning processes of the social sciences. The approach of this research is characterized by a qualitative methodology, through a documentary study, in which the materials produced by teachers in initial training are examined by analytical categories of this study: Why teach about heritage? What is taught about heritage? How is it taught? What relations are established between emotional intelligence and heritage? What relationships are established between territorial intelligence and heritage? In this study, the importance of the connection between educational research and innovation processes for the training of teachers in the field of heritage education with respect to education for citizenship has been highlighted. The connections of heritage with citizenship education and the potential involved in working on emotional and territorial intelligence have been highlighted too. However, it has been evidenced that it is necessary to go much further into the implementation of the approach to territorial intelligence in which the citizenry should be involved through shared management of heritage.

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Section: Resultsmentioning

confidence: 96%

Teacher training in heritage education: good practices for citizenship education

López

Cáceres

Giménez

2021

Humanit Soc Sci Commun

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“…However, these mostly rely on generic didactic examples instead of responding to cultural or local diversity. A sense of belonging and knowledge of the local area can contribute to acquiring social and civic competences and forming critical citizenship [46,47]. Furthermore, local heritage is also seen as a fundamental pillar in developing historical thinking.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

Doorsselaere

2021

Sustainability

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Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last seven years. This paper explores the recently introduced curriculum in Flemish secondary education, in light of Agenda 2030 for Sustainable Development. The main aim is to investigate how heritage education and sustainability fit into the newly developed curriculum framework, and the way they are interlinked on a conceptual level. The qualitative research draws on a screening of policy texts, learning outcomes, and additional interviews with policy advisors. The results show that heritage education is implicitly present. Cross-curricular opportunities are built-in and can be linked to (a) cultural awareness and expression; (b) historical consciousness; (c) citizenship; and (d) intercultural communication. Sustainable development, and more specific ESD, anchored itself firmly and more explicitly into the framework as a transversal key competence as well. However, clear connections to heritage education are not set up in the learning outcomes.

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“…This research consists of an evaluative study of a group of cases employing mixed-methods (Stake 1995). The decision was taken to employ methodological complementarity with the aim of obtaining the greatest amount of data possible from the agents involved (Cook and Reichardt 1982).…”

Section: Methodsmentioning

confidence: 99%

Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes

Calviño

Rodríguez‐Medina

López-Facal

2020

Humanit Soc Sci Commun

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The evaluation of programmes is necessary in order to improve their implementation and development. This paper includes the results of the evaluation of a heritage education programme entitled Patrimonializarte. It was carried out over the course of one academic year with six groups of early years, primary and secondary schoolchildren from two schools in Galicia (Spain). A holistic conception of heritage was assumed, and the evaluations of the opinion groups were gathered, analysing those of 59 direct and indirect agents (teachers, families, local heritage managers and members of the local authorities. The data were collected via questionnaires with open responses and discourse analysis was performed on the responses. The most significant results show that: (a) the teachers valued the methodology and the objectives achieved extremely positively; (b) the families particularly valued the significant learning achieved by their children regarding elements of local heritage; and (c) the local authorities and heritage managers valued the programme as it has demonstrated the need for more collaboration with schools. The programme analysed has been shown to be useful, efficient and effective and has achieved a (largely unexpected) impact on the families involved and on the local community.

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Student Concepts after a Didactic Experiment in Heritage Education

Cited by 17 publications

References 28 publications

Teacher training in heritage education: good practices for citizenship education

Teacher training in heritage education: good practices for citizenship education

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

Heritage education under evaluation: the usefulness, efficiency and effectiveness of heritage education programmes

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