Active Learning Methodologies in Teacher Training for Cultural Sustainability (original) (raw)
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Sustainability, 2020
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.
Environment-Behaviour Proceedings Journal
Living Heritage or intangible cultural heritage (ICH) defined as human skills and knowledge, practices, expression, and instruments that form the transmitted practices of local people. By a lack of responsibility, recognition, and education, many emotions and manifestations of ICH are under crisis, threatened by globalization and cultural modernization. This paper provided the literature review as an analysis method and identified the significance of Living Heritage Conservation Education for the Community. In conclusion, the key a quality education, which in the Community-based Education for Living Heritage Conservation, not only fulfills people's needs but also helps link and empower both local people and the community to conserve the living heritage successfully.Keywords: Community-based Education; Intangible cultural heritage; Public awareness; Quality educationeISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. ...
Technium: Romanian Journal of Applied Sciences and Technology
This article aims to contribute to the innovations of pedagogies for sustainable development since English language class. This research adscript to the postmodern paradigm and the mixed approach of the socio-educational research. The research team designed an educational intervention that combines topics related to natural and cultural Ecuadorian heritage with flipped classrooms and Content and Language Integrated Learning methodologies. The participants are 23 people; 9 instructors and 14 students between 12 and 48 years old. The research instruments were: the Likert scale questionnaire, created by the University of San Pedro in Peru, to assess students' motivations for practicing the English language; a knowledge rubric to evaluate students' listening skills, and focus groups on collecting participants' opinions about the educational intervention introduced in this research process. The results show significant changes in the student's motivation for practicing th...
Heritage education is understood as a pedagogic tool, in order to create awareness of our historical heritage (including the environment) and construction of social identity. Then, society conscious of this heritage will protect it and conserve it. In this way, environmental education seeks this same target, the protection and conservation of our environmental heritage. From this perspective, the treatment of this heritage on the secondary education textbooks in Spanish school system, have been analysed. To achieve this, we have used some specific criteria and a check list. The research lets us approach the extent to which the treatment of environmental heritage which appears in the textbooks help to its conservation and protection and hence the sustainable development.
Asian Journal of Quality of Life, 2020
Threatened by cultural modernization, many emotions and manifestations of living heritage or intangible cultural heritage (ICH) are under crisis. The non-formal education initiative of living heritage conservation focused on preserving and passing the skills and knowledge, practices, expression, and instruments of local people on to future generations effectively. By using the literature review as an analysis method, this paper identified the best non-formal education initiative and the significance of living heritage conservation education for the community. In conclusion, quality education of living heritage conservation, not only fulfills people's needs but also helps unite and empower both local people and the community to sustain the living heritage efficiently.
Learning from Modern Heritage: Methodological Tools for Re-thinking Education in Conservation
The paper is based on experience developed in several years of teaching conservation of modern heritage in schools of architecture, international Erasmus workshops and doco- momo workshops to students coming from all over the world, with different cultural and educational backgrounds. Modern architectural heritage masterpieces have a high potential for pedagogic purposes, especially in helping students to develop a critical thinking on (modern) heritage preservation. During these courses students are guided through an in-depth analysis of a speci c building, or buildings, in order to de ne intervention strategies and to develop a preservation project. The analysis of the buildings – ranging from historical understanding of the radical ideas of modern architects to eld survey, archival and bibliographical research, and analysis of uses, problems, materials and decay – is the starting point of a continuous challenge to common- place, standard solutions, to established beliefs about the modern heritage and about the contemporary role of the architect. All this is made possible through the application of a teaching method within which the theory of conservation and practice of design proceed at the same pace, in a spiral process of mutual awareness. This method is the most appropriate to engage students with preser- vation and reuse of modern architecture, meant as essential tools for their future profes- sional background, rather than as separate elds of action. The project is a mean to pinpoint the subtle contradictions of the discipline and an occasion to develop the required critical knowledge to translate theoretical positions in a sound approach to the transformation/ evolution of built heritage.
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The preservation of cultural heritage through education and training has always been a relevant issue and, sure enough, can contribute to the accomplishment of the Sustainable Development Goals of Agenda 2030 (e.g., 4: Quality education, 8: Decent work and economic growth, 11: Sustainable cities and communities). The pandemic experience substantially influenced this topic for two key reasons. First, it has revolutionized the approach to teaching and learning activities, involving technological and digital innovations in this area for extreme and urgent necessities. The second aspect is that it has encouraged the rediscovery of minor heritages closer to one’s own territorial identity, strengthening the link with the local community. Understanding the role and importance of cultural heritage begins in the school; therefore, education is an essential and indispensable stage. At all educational levels, beginning with primary school, the necessary training activities for specific profess...
In recognising a changing social future, this paper posits that the future relevance and sustainability of conservation is dependent on a re-evaluation of our professional precepts, ethics, and working practices to more fully embrace and reflect interdisciplinary and cross-cultural ways of working. It argues that conservators must locate our practice within overarching global issues of poverty, human rights, ethics, climate change and sustainability. The implications for conservation pedagogy are examined, and the benefits of collaboration between universities and industry partners are discussed. RÉSUMÉ Prenant acte de l'évolution de la société, cet article postule que la pertinence future et la durabilité de la conservation exigent une réévaluation de nos préceptes professionnels, de nos principes déontologiques et de nos pratiques de travail afin de mieux embrasser et refléter les méthodes de travail interdisciplinaires et interculturelles. Il avance que les restaurateurs doivent inscrire leurs pratiques dans le cadre des enjeux globaux que sont la pauvreté, les droits de l'homme, l'éthique, le changement climatique et la durabilité. Les implications pour l'enseignement de la conservation sont examinées, et les avantages d'une collaboration entre les universités et les partenaires industriels sont débattus.
Educating for Sustainability in Archaeology
Archaeologies, 2016
________________________________________________________________ 'Sustainability' is a concept that suffuses the present. Policy initiatives require 'sustainability' as one of the criteria by which projects are judged. In recognition of their role as interpreters and custodians of the past, archaeologists are one of the many groups contributing to the creation of 'a sustainable historic environment' and 'sustainable communities'. Accordingly, sustainability is a concept that we perhaps need to incorporate into our activities as educators of future good citizens and into our training for the profession of archaeology. This paper seeks to address this issue, particularly in the light of Themes and Sessions relating to both sustainability and education at WAC8, but where the link between them remains unexamined. ________________________________________________________________ Résumé: La durabilité est un concept qui baigne le présent. Les initiatives politiques exigent que la «durabilité» soit un des critères d'évaluation des projets. En reconnaissance de leur rô le d'interprètes et de gardiens du passé, les archéologues font partie des nombreux groupes qui contribuent à la création d'un «environnement historique durable» et de «communautés durables». La durabilité est donc un concept que nous devons potentiellement intégrer dans nos activités d'éducateurs, pour former des citoyens de demain et des professionnels de l'archéologie de premier rang. Cet article tente de cerner cet enjeu, particulièrement à la lumière des thèmes et séances du WAC-8 relatifs à la durabilité et l'éducation, mais là où le lien qui les unit demeure mal étudié. ________________________________________________________________ Resumen: La sostenibilidad es un concepto que cubre el presente. Las iniciativas políticas requieren ''sostenibilidad'' como uno de los criterios mediante el cual se juzgan los proyectos. En reconocimiento de su papel como intérpretes y custodios del pasado, los arqueó logos son uno de los muchos grupos que contribuyen a la creació n de 'un entorno histó rico sostenible' y de 'comunidades sostenibles'. Por consiguiente, la sostenibilidad es un concepto que quizás necesitemos incorporar a nuestras actividades como educadores de buenos ciudadanos futuros y a nuestra RESEARCH ARCHAEOLOGIES Volume 12 Number
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Tourist activity offers numerous possibilities for socioeconomic growth while promoting the dissemination, recognition, and appreciation of heritage. Nevertheless, tourism based on a mercantilist approach, oriented mainly towards the maximization of economic benefits and the massive attraction of visitors, can pose a threat to the conservation and integrity of heritage assets. In this panorama of vulnerability, heritage education stands as a primary strategy to resolve the tensions between heritage and tourism. Based on this premise, research aimed at stimulating tourism activity committed to education and sustainability is presented. Said study is framed in three counties of the region of Extremadura, selected for being great centers of tourist attraction: the Monfragüe National Park, the Villuercas-Ibores-Jara Geopark, and the monumental city of Trujillo. The results reveal that introducing educational principles is decisive in improving the value and competitiveness of tourist de...