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Heritage, geographical scale and didactic potentiality: Students and teachers' perspectives
Ana Isabel Ponce Gea1, Carlos Martínez Hernández2, María Luisa Rico Gómez1
1Department of General and Specific Didactics, Faculty of Education, University of Alicante, Alicante, Spain.
Plos One
|May 10, 2021
Summary
This study reveals that while students and teachers have similar views on heritage education, their understanding of geographical scales and heritage
Area of Science:
- Heritage Studies
- Educational Geography
- Social Sciences Education
Background:
- Heritage is intrinsically spatial, shaping place identity.
- Education transmits culture and integrates individuals into communities.
- Geographical scale is crucial for understanding heritage's didactic potential.
Purpose of the Study:
- To determine relationships between geographic scales, heritage perspective, and didactic potential in collective identity construction.
- To contrast student and teacher perspectives on scale, heritage, and didactic potential for educational practice implications.
Main Methods:
- Non-experimental quantitative research with a relational-predictive objective.
- Survey method involving 459 secondary students and teachers in social sciences (Fuente Álamo, Murcia, Spain).
- Analysis using the Test on Didactic Potentiality of Heritage according to Scale (TDPHS) and statistical software (SPSS).
Main Results:
- Scalar perspective scores were generally low.
- Heritage perspective aligned with scale considerations; didactic potential correlated with scale importance.
- Minimal contrast observed between student and teacher perspectives on scale, heritage, and didactic potential.
Conclusions:
- Educational practices should consider the interplay between geographical scales and heritage.
- The consistent, albeit low, scalar perspective suggests a need for enhanced spatial awareness in heritage education.
- Minimal differences between student and teacher views indicate a shared understanding that can be leveraged in curriculum development.
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