Relationship between Students' Historical Awareness and their Appreciation of Local Cultural Heritage

Abstract

The K-12 curriculum brought a significant change in Social Studies/ Araling Panlipunan curriculum at the Basic Education level, but much still must be done to introduce relevant topics in history and culture following local contexts. As such, local historians and educators pursued its relevance to studying local history, particularly with the Kasaysayang Lokal (KASALO) ng Pampanga, to embark to the mind of todays' learners the local history of their pace. With this, the study aimed to assess the local awareness of Junior High School students and its correlation to their appreciation of cultural heritage. The study utilized descriptive-correlational research designed that aims to determine the relationship of the variables. The respondents of the study consisted of 281Junior High School students chosen through a simple random sampling technique. The results revealed that the students exhibited a slight awareness of their local history. Moreover, they have generally agreed to school-based initiatives to nurture cultural heritage appreciation. The Pearson-r correlation analysis revealed that the student's knowledge of KASALO did not significantly correlate to their appreciation of Kapampangan's local cultural heritage. The implications underlined the need for teachers to introduce more novel ways to integrate topics in local history in the AP classroom and strengthen local studies centers to promote the study of local history for the future.

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

“…These types of activities allow for enhancing a sense of identity and continuity, thus contributing to promoting respect for cultural diversity and human creativity. In this sense, we propose that teachers involve integrative and innovative activities using active methodologies focused on the student, achieving a more comprehensive and critical learning experience [2,[56][57][58]. The generation of new didactic mediation pathways is also suggested through the integration of role-playing [62].…”

“…The first finding shows that didactic proposals focus on intangible heritage inside the classroom [14,52] but fail to integrate material with intangible and natural heritage [2,58,64] to establish a link between historical awareness and preservation that leads to completing the levels of patrimonialization. The second finding indicates that heritage education must encompass formal and nonformal education to achieve a holistic and integrative approach that promotes heritage awareness and citizenship [14] through the development of strategic alliances between the community and the school.…”

The historical communities capacity in fostering nationalism and tradition of critical thinking

“…Students learn to discovery their subject matter while the teacher and historical communities are a facilitator who guides students to learn. However, none of the previous research results use a learning model that simultaneously involves the role of teachers and historian society, especially efforts to strengthen awareness of local history at the senior high school level (Setiawati, 2021;Santos, 2021). Their impact research deficiency includes: (a) difficulties in controlling student learning activities, outcomes, and study planning as their habits; (b) teacher adaptation to inquiry models; and (c) difficulty measuring the success discussion of question and answer.…”

“…Besides, they have enhanced cognitive thinking speed, accelerated reasoning power, interest in reading psychometrics, high enthusiasm for learning, nationalism and state personality development. This important implication is expected to strengthen history through the capacities of historian communities (Setiawati, 2021;Santos, 2021;Tallavaara and Rautiainen, 2020;Zhang and Sun, 2020).…”