Eco-Didactic Project for the Knowledge of a Community Museum

Abstract

The aim of this was is to identify the educational competences and training of third-year students taking the degree in Primary Education at the University of Cordoba, in relation to the protection and conservation of community museums and from an eco-didactic and historical point of view. In this study, the collection of information was validated by means of a Likert-type questionnaire (1–5) with which we collected data from five academic years by handing it out to a sample (n = 332). Among the results obtained, we can emphasize both the degree of involvement and the opinions of the students with respect to valuing the cultural and natural heritage of their environment, as well as the didactic use of the ecomuseum in the area where it is placed. Finally, the conclusions highlight the perceptions of university students regarding the educational impact of ecomuseums as cultural and sustainability elements, in addition to their being an eco-didactic resource for teaching and implementing projects about historical heritage.

Teaching Digital Sustainability in Higher Education from a Transdisciplinary Perspective

“…Connecting to the regional aspect, Gómez-Ruiz et al [31] developed a serious play-based approach for teacher education in an outdoor setting concerning sustainability for territorial and heritage realities. Staying within the topics of teacher education and cultural heritage, Molina-Torres [32] reports about primary degree students and their training in the domain of protection and sustainability of community museums. Finally, Expósito and Sánchez [33] investigated and successfully demonstrated how to train university teachers towards the adoption of sustainability via the TMTAS model, which led to the successful transformation of syllabi, including objectives and competencies.…”