Local History and the Development of Heritage Bonds: A Primary Education Intervention
The Roman Baths of Valduno (Spain) possess significant educational potential, as recognized by visitors in a previous study, even though the facilities have not been maintained properly or have not been given enough publicity , which has resulted in their neglect. Through participation in a school p...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-11-01
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| Series: | Heritage |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2571-9408/6/11/378 |
| _version_ | 1797459124909244416 |
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| author | Sara I’Anson Gutiérrez Miguel Ángel Suárez Suárez Roser Calaf Masachs |
| author_facet | Sara I’Anson Gutiérrez Miguel Ángel Suárez Suárez Roser Calaf Masachs |
| author_sort | Sara I’Anson Gutiérrez |
| collection | DOAJ |
| description | The Roman Baths of Valduno (Spain) possess significant educational potential, as recognized by visitors in a previous study, even though the facilities have not been maintained properly or have not been given enough publicity , which has resulted in their neglect. Through participation in a school project, a specific intervention is planned, following the ideas of community archaeology, regarding the study and dissemination of the Baths by following the ideas of community archaeology throughout. This study aims to analyse the impact this intervention has on 16 students regarding their knowledge of heritage and the bonds forged and reinforced concerning the site, as well as to identify the difference in historical knowledge acquired after a classroom explanation of the Baths and an open guided tour focused on the interests of the students. A case study was designed following the educational ethnography method, as it facilitates daily attendance as well as close observation of the case in question. The instruments developed (a register for participant observation and a semi-structured interview) reveal that symbolic appropriation of the site occurs as interaction and related knowledge increase. Furthermore, open guided tours facilitate greater significant learning in contrast to a classroom explanation on a heritage site. Educational experiences that embrace experimental, transdisciplinary, and participative methodologies contribute to a holistic understanding of heritage. |
| first_indexed | 2024-03-09T16:46:55Z |
| format | Article |
| id | doaj.art-662f78e87d0f451c9e51a3f07fe82e33 |
| institution | Directory Open Access Journal |
| issn | 2571-9408 |
| language | English |
| last_indexed | 2024-03-09T16:46:55Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Heritage |
| spelling | doaj.art-662f78e87d0f451c9e51a3f07fe82e332023-11-24T14:45:03ZengMDPI AGHeritage2571-94082023-11-016117215722910.3390/heritage6110378Local History and the Development of Heritage Bonds: A Primary Education InterventionSara I’Anson Gutiérrez0Miguel Ángel Suárez Suárez1Roser Calaf Masachs2Faculty of Teacher Training and Education, University of Oviedo, C/ Aniceto Sela, s/n, 33005 Oviedo, SpainFaculty of Teacher Training and Education, University of Oviedo, C/ Aniceto Sela, s/n, 33005 Oviedo, SpainFaculty of Teacher Training and Education, University of Oviedo, C/ Aniceto Sela, s/n, 33005 Oviedo, SpainThe Roman Baths of Valduno (Spain) possess significant educational potential, as recognized by visitors in a previous study, even though the facilities have not been maintained properly or have not been given enough publicity , which has resulted in their neglect. Through participation in a school project, a specific intervention is planned, following the ideas of community archaeology, regarding the study and dissemination of the Baths by following the ideas of community archaeology throughout. This study aims to analyse the impact this intervention has on 16 students regarding their knowledge of heritage and the bonds forged and reinforced concerning the site, as well as to identify the difference in historical knowledge acquired after a classroom explanation of the Baths and an open guided tour focused on the interests of the students. A case study was designed following the educational ethnography method, as it facilitates daily attendance as well as close observation of the case in question. The instruments developed (a register for participant observation and a semi-structured interview) reveal that symbolic appropriation of the site occurs as interaction and related knowledge increase. Furthermore, open guided tours facilitate greater significant learning in contrast to a classroom explanation on a heritage site. Educational experiences that embrace experimental, transdisciplinary, and participative methodologies contribute to a holistic understanding of heritage.https://www.mdpi.com/2571-9408/6/11/378cultural heritageheritage educationteaching historyprimary educationqualitative research |
| spellingShingle | Sara I’Anson Gutiérrez Miguel Ángel Suárez Suárez Roser Calaf Masachs Local History and the Development of Heritage Bonds: A Primary Education Intervention Heritage cultural heritage heritage education teaching history primary education qualitative research |
| title | Local History and the Development of Heritage Bonds: A Primary Education Intervention |
| title_full | Local History and the Development of Heritage Bonds: A Primary Education Intervention |
| title_fullStr | Local History and the Development of Heritage Bonds: A Primary Education Intervention |
| title_full_unstemmed | Local History and the Development of Heritage Bonds: A Primary Education Intervention |
| title_short | Local History and the Development of Heritage Bonds: A Primary Education Intervention |
| title_sort | local history and the development of heritage bonds a primary education intervention |
| topic | cultural heritage heritage education teaching history primary education qualitative research |
| url | https://www.mdpi.com/2571-9408/6/11/378 |
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