Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones

Rivero, Pilar; Feliu, Maria

doi:10.4067/s0718-07052017000400017

Cited by 22 publications

(19 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The most frequent activities in museums are, according to the educational agents, experimentation and artistic workshops, followed by observation tasks and/or the handling of objects and viewing of audio-visual materials. This agrees to some extent with the conclusions of [32]. Within the museum's experimentation or artistic workshops, there are other workshops designed to develop an artistic activity, many of which seek to awaken interest in archaeological work, initiate students in archaeological retrospection work (via a small archeodrome) and to assess student learning through questionnaires.…”

Section: Discussionsupporting

confidence: 82%

“…In the use of these activities, materials and resources proposed by Ampartzaki et al [15], Rivero and Feliu [32] and Estepa [33] in the Curricular Project Investigando nuestro mundo (6)(7)(8)(9)(10)(11)(12), Investigando las sociedades actuales e históricas (Investigating our world. Investigating current and historical societies), the theoretical and empirical study presented has been taken into account, with the aim of establishing the educational possibilities which can be borne in mind within the design of a field trip to an archaeological museum.…”

Section: International Research Regarding the Use Of Resources And Activities Based On Museum Visitsmentioning

confidence: 99%

See 1 more Smart Citation

The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education

2021

View full text Add to dashboard Cite

The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA© questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.

show abstract

Section: Discussionsupporting

confidence: 82%

Section: International Research Regarding the Use Of Resources And Activities Based On Museum Visitsmentioning

confidence: 99%

The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education

2021

View full text Add to dashboard Cite

show abstract

“…The new technologies that burst onto the scene at the beginning of the 21st century have highlighted the importance of using resources that encourage student participation (Colomer and Sáiz, 2019). The use of web applications, tablets or mobile devices, virtual reality, video games, audiovisual material are some of the resources that have been incorporated in the Primary and Secondary Education classrooms in recent years (Acosta, 2015;Isbell et al, 2018;Camuñas and Cambil, 2019;Orts, 2019;Rivero and Feliu, 2017).…”

Section: Introductionmentioning

confidence: 99%

Active teachers’ perceptions on the most suitable resources for teaching history

Romera

Sánchez-Ibáñez

Escribano-Miralles

et al. 2021

Humanit Soc Sci Commun

View full text Add to dashboard Cite

The objective of this article is to analyze teachers’ assessment of various resources used to teach history. The research methodology is of a quantitative nature with a non-experimental design using a questionnaire with a Likert scale. The non-probabilistic sample comprises 332 history teachers in Primary and Secondary Education in Spain. The analyses carried out are descriptive and inferential. The results indicate that the surveyed teachers value better the resources that imply a greater involvement of the students in the teaching of history and therefore more active methodologies. Specifically, the most valued resources were heritage, artistic productions and museums and, the least valued, video games, textbooks, and applications of historical content for mobile devices and tablets. The study concludes that heritage is a growing educational resource among teachers and shows that teachers are moving away from their perception of resources, which involve a more traditional methodology of teaching history.

show abstract

“…In this way, if VR supplants reality and makes it possible to create inexistent settings (be they real or imaginary), AR complements it, enabling the learner to interpret, for example, archaeological remains or modified urban areas. Both techniques make it possible to develop immersive contexts which offer a greater degree of sensorial perception [13] via the recreation of environments [14] and inexistent places and constructions [15], to visualise the whole or a part of an object without damaging the original [16], to walk a route upon which virtual information is superimposed on places of interest [17], to be accompanied by a virtual guide during a route [18], and to play interactive games in which virtual and real aspects are combined [19,20]. All of these possibilities can be offered via specific digital platforms, virtual museums [21], and even in situ, making use of GPS [18] and QR codes [22].…”

Section: Virtual Reality and Augmented Reality Applied To Heritage Edmentioning

confidence: 99%

Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

et al. 2020

View full text Add to dashboard Cite

Technological advancements have provided heritage with new learning environments via the use of virtual and augmented reality, which can foster the accessibility and understanding of culture and propose new ways of interacting with heritage. Therefore, in this study, a systematic evaluation is carried out of n=197 heritage education programs listed in the database of the Observatorio de Educación patrimonial en España (OEPE) (the Spanish Heritage Education Observatory–SHEO) which, in their descriptions, integrate the use of virtual environments and/or augmented reality to promote learning on the part of the user. The objectives of this study are: (1) to analyse the state of the art, (2) to evaluate the quality of their educational designs via the “analysis and assessment sequential method for heritage education programs” (SAEPEP-OEPE) and (3) to identify variables which can be improved or which have a significant influence on the quality of the programs. Highlights of the results include: (a) the increasing implementation of these technologies in heritage education programs, with the greater presence of virtual resources than of learning environments, (b) the low level of the scope of educational quality in their designs, particularly their assessment, and (c) the inclusion of advanced technologies slightly decreases the specificity of the educational design.

show abstract

Aplicaciones de la arqueología virtual para la Educación Patrimonial: análisis de tendencias e investigaciones

Cited by 22 publications

References 3 publications

The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education

The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education

Active teachers’ perceptions on the most suitable resources for teaching history

Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

Contact Info

Product

Resources

About