Controversial heritage for eco-citizenship education in Social Science didactics

Sampedro-Martín, Sergio; Mora, Elisa Arroyo; López, José María Cuenca; Cáceres, Miriam José Martín

doi:10.4324/9781003289470-7

Cited by 3 publications

(4 citation statements)

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“…From the results obtained, it can be seen how student teachers in initial training consider the introduction of gamification in the classroom to be very useful for working on heritage elements that involve a conflict of environmental, political, ideological, economic, and/or social interests, which are known as interested heritage [7,20]. However, by showing concrete examples of such heritage elements of interest, such as the mushrooms in the Plaza de la Encarnación in Seville (Spain) or the Minas de Sao Domingos in Bejo (Portugal), future teachers fail to appreciate the controversy behind these heritage manifestations.…”

Section: What Are the Most Appropriate Methodological Strategies For ...mentioning

confidence: 99%

“…For students in initial teacher training to analyze hegemonic history critically, along with the hierarchization of relationships, human domination over bodies and territories and the discrimination, marginalization, and/or oppression of certain social groups and be able to take individual and collective action to build a more just, peaceful, egalitarian, and sustainable society [20] (p. 69).…”

Section: Controversy: Relevant Socio-environmental Issues and Controv...mentioning

confidence: 99%

“…Heritage is, therefore, an educational resource that awakens students' motivation, makes school content useful for the socio-environmental transformation of their environment, and promotes meaningful or deep learning [25]. In this way, RSPs and controversial heritage appear as suitable elements for work in initial teacher training, as teaching content, or as resources for the development of future teachers, building an eco-citizenship that seeks social transformation [20].…”

Section: Controversy: Relevant Socio-environmental Issues and Controv...mentioning

confidence: 99%

“…To achieve the proposed objectives, the research design is characterized by the use of quantitative research techniques, such as the use of a questionnaire and correlational analysis using SPSS version 27 software, along with an analysis and subsequent interpretation, based on a system of categories adapted from other studies (Table 1) in which the indicators of the subcategories have different levels of definition that act as hypotheses regarding progression from levels of formulation ranging from the simple to the complex. Source: Own creation, based on EPITEC2 [3], from works by Kerr and Huddleston [18], Arroyo et al [7], Sampedro-Martín and Estepa [42], and Sampedro-Martín et al [20].…”

Section: Instrumentsmentioning

confidence: 99%

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Gamification and Controversial Heritage: Trainee Teachers’ Conceptions

et al. 2023

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Heritage education is configured as an ideal framework for the treatment of socio-environmental problems relevant to modern society. To this end, it is essential that teachers can develop proposals in the classroom that promote critical thinking and the eco-social education of their students, based on innovative and experiential methodologies. For this reason, initial teacher training must ensure that future teachers acquire these innovative tools. Thus, the aim of this work is to identify the conceptions of student teachers in initial teacher training regarding gamification as a teaching methodology to address controversial heritage. To achieve this, a questionnaire has been designed with questions about heritage, controversy, and educational gamification, which was given to 235 students (M = 60; F = 175) taking their primary education degrees at different Spanish universities. To guide the design of the research instrument and analyze the results, a system of categories was developed and the SPSS data processing program was used. The first results show that, even though students in initial teacher training think that they do have a predisposition to use gamification to work around controversial heritage in class, they lack the knowledge of methodological strategies and gamified educational activities, which suggests a dearth of training on these issues in the primary education degree courses.

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Section: What Are the Most Appropriate Methodological Strategies For ...mentioning

confidence: 99%

Section: Controversy: Relevant Socio-environmental Issues and Controv...mentioning

confidence: 99%

Section: Controversy: Relevant Socio-environmental Issues and Controv...mentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

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Gamification and Controversial Heritage: Trainee Teachers’ Conceptions

et al. 2023

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Memoria histórica y pensamiento crítico: una experiencia de innovación didáctica sobre el franquismo en un aula de 4º de la ESO

Fernández Vázquez,

Riveiro Rodríguez,

Domínguez Almansa

2024

Clío

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Este trabajo lleva a cabo un estudio de caso descriptivo en un aula de 4º de la ESO en la que se aborda, desde Geografía e Historia, la cuestión problemática de la memoria histórica a partir de la dictadura franquista. La experiencia didáctica se orientó a transformar los contenidos programados en el libro de texto y promover el diálogo y la reflexión. El objetivo era observar si el alumnado era capaz de entender, asumir y reivindicar, desde una perspectiva crítica, el período histórico presentado, aplicándolo posteriormente a otros aprendizajes. La metodología y los instrumentos fueron de tipo cualitativo. Se confirma que 1) el alumnado muestra interés por la memoria como objeto de conocimiento; 2) da sentido al conocimiento histórico y lo pone en valor, lo que redunda en una educación basada en el desarrollo del pensamiento crítico; y 3) adquiere una conciencia cívica para situarse críticamente en el presente y proyectarse en el futuro.

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