A Qualitative Study on the Opinions of 7th Grade Students on Intangible Cultural Heritage

Abstract

The purpose of this study is to identify the opinions of 7 th grade students at middle schools on the elements of intangible cultural heritage (ICH) and to reveal their levels of awareness on such elements. The study based on qualitative research method was carried out through qualitative research design. The study group consists of 13 students studying at a school at the city center of Bartın. Data of the study were obtained from focus group interviews held with students. The data were analyzed through content analysis method by using MAXQDA 2018 qualitative data analysis software. According to findings, it has been concluded that the students are able to correctly interpret the notion of intangible cultural heritage and distinguish it from the notion of tangible cultural heritage, that students' awareness on local cultural values is higher than national cultural values, that students have a high interest in traditional children's games, which is a significant part of the intangible cultural heritage, however those games are not adequately experienced, that the survival of national values is dependent upon their discovery by the young generation, that settlement area, sex and age are major variables on the interest in cultural values, that society in general and family and educational institutions in particular have a quite significant function in development of young individuals' awareness on the conservation of national cultural values such as cultural and religious rituals, folk songs and tales etc., that technological developments cause young individuals to be alienated from national cultural values, that the conservation of such values is highly important for the existence of nations.

The Status of Didactic Models for Heritage Education: A Systematic Review

“…Regarding content, 9 studies were identified that focus on intangible heritage and show the didactic applications of teachers through oral presentations of legends, stories, and rituals that are part of the cultural identity of students. Teachers use resources such as documentary reviews through written texts, websites, and Android-based applications [45,46]. Regarding teacher behavior, an active, guiding, and innovative role is highlighted [47,48], coinciding with 18 studies, with the constructivist approach being the most used.…”

“…However, the levels of heritage development that should be instilled in the students are not achieved [48,56,57]. In addition, the studies analyzed focus on formative activities within the classroom, unlike other authors who argue that outdoor learning and museum visits promote greater learning by adopting a holistic vision that encompasses history, nature, tradition, and culture, facilitating proximity to the student's environmental and sociocultural reality [5,30,46,48].…”

“…In relation to the content-centered teaching model, teachers focus on the development of intangible heritage rooted in their cultural practices, as evidenced in the studies of [2,46]. This promotes a link between students' past and future, developing an awareness of heritage preservation and propagation.…”

Validation of an Instrument on Perceptions of Heritage Education through Structural Equation Modeling

“…[17] state the pressing need to train teachers in such a way that they have the necessary knowledge related with the teaching of heritage. Faced with such problems, it is easy to accept that the decisive idea lies in active learning, based on a participatory methodology in which the reasoning and considerations of students are given priority [18][19][20][21].…”

Learning the Cultural Heritage by Documenting: Field Experiences of Teacher Candidates of Social Studies

“…These studies have been predominantly carried out with students, teachers, and teacher candidates. It can be seen that the students' knowledge, viewpoint, perception, attitude, and awareness of the areas relevant to cultural heritage were assessed in the studies of the first group (Akkaya, 2017;Arıkan and Doğan, 2013;Aslan ve Çulha, 2008;Dönmez and Yeşilbursa, 2014;Gürdoğan-Bayır and Çengelci-Köse, 2019;Gürel and Çetin, 2019;Ismaeel and Al-Abdullatif, 2016;Karakuş, Çepni and Kılcan, 2011;Levy, 2016;Sağ and Ünal, 2019;Tuncel and Altuntaş, 2020;Uztemur, Dinc and Acun, 2019). In second group studies have focused on the insights of teachers in different branches on cultural heritage issues and its teaching (Adukaite, van Zyl, Er and Cantoni, 2017;Avcı and Memişoğlu, 2016;Giménez, Ruiz and Listán, 2008;Kafol, Dena and Znidarsic, 2015;Lee and Bang, 2011;Levy, 2016;Özlek, 2019;Pérez, López and Listán, 2010).…”