Heritage Education

Il volume raccoglie gli Atti (alternativamente in italiano, spagnolo, inglese e francese) del XX Simposio Internacional de Didáctica de las Ciencias Sociales / I Convegno Internazionale Italo-Spagnolo di Didattica delle Scienze Sociali (Bologna, 31 marzo - 3 aprile 2009), promosso da AUPDCS (Asociación Universitaria del Profesorado de Didáctica de la Ciencias Sociales), Clio 92 e DiPaSt (Centro Internazionale di Didattica della Storia - Facoltà di Scienze della Formazione dell'Unievrsità di Bologna).
Dopo l'"Introduzione. Per una educazione alla cittadinanza attiva" di Luigi Guerra (pp. 11-14) e la "Presentazione" di Rosa M. Ávila, Beatrice Borghi e Ivo Mattozzi (pp. 15-19), la "I sessione: Per una definizione dei concetti e degli scopi" (pp. 21-127) comprende contributi di Monica Donini, Clara Albani, Ian Davies, A. Ernesto Gómez Rodríguez, M. Begoña Alfageme González, Pedro Miralles Martínez e Sebastián Molina Puche, Ángela Caballero Cortés, Gustavo González Valencia, Begoña Molero Otero e Ana Arribillaga Iriarte, Celia Parcero Torre, María Sánchez Agustí e José Antonio Pereira Liberato, Antoni Santisteban e Joan Pagès, Rafael Valls Montés, e Flavia Marostica.
La "II sessione: Geografia ed educazione" (pp. 129-222) contiene scritti di Hartwig Haubrich, Teresa García Santa María, Gino De Vecchis, Montserrat Oller, Claudia Vallejo e Antoni Luna, Francisco Rodríguez Lestegás, M. Jesús Bajo Bajo, Ana M. Aranda Hernando e Carmen Urones Jambrina,  Maria Teresa [Di] Palma, Cristiano Giorda, e Stefano Piastra.
La "III sessione: Storia ed educazione alla cittadinanza europea" (pp. 223-324) raccoglie i contributi di Falk Pingel, Rolando Dondarini, Pedro Miralles Martínez, Fabiana Marcela Ertola e María Esther Muñoz, Alicia Graciela Funes, Neus González Monfort, Rodrigo Henríquez Vásquez, Joan Pagès Blanch e Antoni Santisteban Fernández, Miguel A. Jara e Victor Salto, Jesús M. López Andrés, Charles Heimberg, e Lavinia Pinzarrone.
La "IV sessione: Didattica del patrimonio" (pp. 325-443) include scritti di Rosa M. Ávila e Ivo Mattozzi, Jesús Estepa Giménez, Silvia Mascheroni, Pilar Blanco Lozano, M. Encarnación Cambil, M. Luisa Hernández e Andrés Palma, Josefa Castillo, Teresa García Santamaría ed Elena Pavía, José Fernando Gabardon De La Banda, José Monteagudo Fernández, Pedro Miralles Martínez e Nicolás Martínez Valcárcel, Pilar Rivero Gracia, Amparo Ruiz Luján, Mercedes Valbuena Barrasa e Jesús Ángel Valverde Ortega, e Maria Teresa Rabitti.
La "V sessione: Formazione degli insegnanti" (pp. 445-570) comprende scritti di Nicole Tutiaux-Guillon, Ramón López Facal, Aurora Delmonaco, Pilar Nuñez e Pilar Flores, Carlos Muñoz Labraña e Ramón Victoriano Lamilla, Caridad Hernández Sánchez, José María Cuenca López e Myriam J. Martín Cáceres, Francisco F. García Pérez e Nicolás De Alba Fernández, Julián Pelegrín Campo, Antoni Gavaldà e Josep Maria Pons i Altés, Miguel A. Jara e Víctor Salto, Teresa Dolores Pérez Castelló e M. Isabel Vera Muñoz, Vincenzo Guanci, Ernesto Perillo ed Eleonora Salvadori, Maurizio Gusso e Marina Medi.

ISBN: 978-623-7882-24-4.
Authors: Vera D. Damayanti, Hasti Tarekat Dipowijoyo, Kemas Ridwan Kurniawan, Jacqueline Rosbergen, Peter Timmer, Punto Wijayanto.

The HUL Quick Scan Method is a practical, participatory tool that embraces the principles of the Historic Urban Landscape (HUL) Recommendation adopted by UNESCO in 2011. It has been developed by Universitas Indonesia, IPB University, Universitas Trisakti, Heritage hands-on and the Cultural Heritage Agency of the Netherlands (RCE). The main focus of the method is to inspire people to become engaged to understand historic urban areas and formulate proposals for their future development. Achieving adequate management and sustainable development of historic urban sites in such a way that cultural heritage is beneficial to local societies at various levels is central in this context.

The HUL Quick Scan Method was tested twice; the Indonesian cities of Muntok (Bangka) and Banjarmasin (Kalimantan) served as experimental gardens. This handbook is a next step and is intended for Indonesian university teachers who would like to contribute added value to their existing modules on heritage conservation. Following this handbook and organising HUL Quick Scan workshops with local stakeholders and the local community offers participating students an opportunity to actively develop knowledge of cultural heritage and sustainable development as well as obtain practical experience in the field. In return, these workshops can play a significant part in the dissemination of the HUL approach in local societies.

Esta investigación se centra en la presentación y análisis de diferentes propuestas educativas basadas en la introducción del objeto como recurso en el proceso de enseñanza-aprendizaje de la historia y las habilidades a ella asociadas. Y es que, a pesar de la larga tradición pedagógica de la denominada Didáctica del Objeto, en nuestro país las experiencias son aún muy puntuales y limitadas, especialmente si hablamos de los niveles de Educación Infantil y Primaria. Los resultados arrojados por esta investigación confirman este punto, al mostrarnos cómo la presencia de fuentes objetuales en las aulas es prácticamente inexistente. Además, la literatura científica sobre el tema carece de propuestas de análisis empírico y/o investigaciones que evalúen experiencias concretas que nos permitan confirmar su validez como recurso de aprendizaje. Esto nos animó a desarrollar el proyecto que aquí presentamos. Se trata de una investigación de tipo descriptivo y cuasi experimental de corte cuantitativo y cualitativo, que procura subsanar este vacío en la investigación. A través de este proyecto, se analizan de manera global las ventajas concretas del uso de fuentes primarias, especialmente de objetos o réplicas, en las aulas de Educación Infantil y Primaria. Para ello, y tras realizar una evaluación diagnóstica a docentes de estos niveles en torno al uso de fuentes materiales en sus aulas, se diseñaron distintas estrategias educativas que tenían como hilo conductor el uso de réplicas arqueológicas. Tras su implementación, se han obtenido resultados muy satisfactorios que han posibilitado
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comprobar con datos los beneficios que el uso de estos recursos conlleva para el aprendizaje de la historia o para el desarrollo del pensamiento histórico y el aprendizaje cooperativo en Educación Infantil y Primaria. Se concluye valorando la necesidad de ampliar las evidencias empíricas que aboguen por la incorporación de este tipo de recursos en las primeras etapas educativas que permitan sobrepasar una Historia de tipo descriptivo, conceptual y cerrado, y aumentar el grado de comprensión y valoración del alumnado sobre la disciplina.//
This research focuses its attention on the presentation and analysis of different educational proposals based on the introduction of artefacts and objects as educational resource in the History teaching and learning process and in the development of the so called historical thinking skills. Despite the long pedagogical tradition that the introduction of artefacts and objects has in the teaching-learning process, the experiences in Spain are still very scarce, especially when we speak about Preschool and Elementary Education. The first results of this research show the virtual absence of those elements in the classroom practices. Also, there is a considerable scarcity of empirical proposals and/or evaluative research of specific experiences that allows us to confirm the effectiveness of such as resources in the teaching and learning process. This lack of information encouraged us to develop the project we present here, based on a descriptive and quasi experimental research design using a quantitative and qualitative methodology. This project aims to analyse the specific advantages and benefits that the introduction and use of primary sources (especially artefacts, objects or replicas) has in the educational process in Preschool and Elementary classrooms. To do that, it was firstly describe the place given to primary sources and artefacts by the teachers in the classroom practices. Thereafter, we designed various strategies based on the use of archaeological replicas as main resource. The evaluation and analysis of the mention educational proposals show us very positive results and allow us to confirm some of the benefits that this educational tools have for the learning of history and the development of the historical thinking skills or the cooperative learning. This paper concludes that it is necessary to follow with this line of research to be able to get more empiric evidences about the benefits of such strategy. Only that way, we will be able to surpass the idea that present us History like a fix, descriptive and conceptual discipline and to improve the appreciation and understanding of History among our students.

The introduction of the archaeological methodology and the use of objects and other primary sources in educational contexts favour the construction of historical thinking and reasoning through the inquiry that both, the analysis of the objects and the development of an archaeological methodology, develop. Asking questions to analyse the objects and the archaeological situations given to the students has lot of educational possibilities and benefits, and let the students to gain knowledge about History and historical processes and to take part in an active and reflective way in the knowledge construction. In fact, answering those questions involves the development of creative strategies where the students should recreate the spatial and temporal settings. To do that, children should organise and connect their own knowledge and put it together to create new pieces of evidence and to generate new stories and histories.
Once convinced with the effectiveness of the archaeological methodology and the object-based learning strategy in the improvement in history learning and in the development of research skills, it has been designed various educational proposals to be implemented along different stages (from Kindergarten to Secondary Education) based on archaeology and objects as an educational tool. It is possible therefore to summarize the content of this work with the next question: How could the archaeological heritage, materials and methodology be integrated actively and meaningfully in the classroom practices? Together with the simulated digs, the introduction of objects and other primary sources appears to be a practical educational tool. It emphasizes the necessity of bringing the museum into the classroom.
This is the starting point of an ambitious project, which is based not only on the analysis of the learning results after the integration of such as strategies, but on the detection of the difficulties during its implementation, with the aim of evaluating its final effects on the teaching and learning process and its educational “profitability”.

[EN] The use of cultural heritage and artifacts is considered a powerful tool in the teaching-learning process. Despite their benefits, the reality seems to show their scarce and poor introduction in the classroom. With the aim of confirming this hypothesis, we developed a quantitative research through a questionnaire focused on the relationship between heritage, artifacts and teaching practices. The participants were Primary Education teachers. The designed instrument allows us to identify how often the teachers make use of the cultural heritage and artifacts as a teaching resource, which is the role of the students in such cases and which strategies are more often linked to their introduction. The analysis confirms that, at least where the analysis was developed, the implementation of active strategies associated with the introduction of heritage and material sources are unusual and limited.

[ES] Con la intención de comprobar si el patrimonio y las fuentes materiales son herramientas utilizadas en Educación Primaria, se plantea una investigación de tipo cuantitativo mediante cuestionario al profesorado. De un instrumento más amplio se seleccionan algunos ítems para intentar averiguar cuáles son las características del binomio patrimonio cultural y educación. La investigación permite identificar con qué frecuencia es utilizado el patrimonio cultural del entorno como recurso en el aula y cuál es el rol del alumnado en estas acciones. A su vez, también se valora la frecuencia de uso de las fuentes materiales utilizadas por los docentes y las estrategias asociadas. Se confirma que, al menos en el ámbito geográfico del análisis, su implementación en las aulas es aún de carácter puntual y limitada.