Secondary Education student’s perceptions around Heritage

DOI: https://doi.org/10.5209/aris.64657
Keywords: perceptions, heritage, secondary education, questionnaire
Agencies: Fuente de financiación: Este estudio forma parte de las tareas de investigación desarrolladas en el Observatorio de Educación Patrimonial en España (OEPE, EDU2015-65716-C2-1-R), financiado por el Ministerio de Economía y Competitividad y Fondos FEDER. Se enmarca también dentro de la Convocatoria de ayudas para el Fomento de la Cultura Científica, Tecnológica y de la Innovación de la Fundación Española para la Ciencia y la Tecnología (FCT-14-9015).

Abstract

The heritage concept has been developed in Spain, since the first heritage education doctoral thesis (Fontal, 2003), over the last 15 years from a humanistic and relational perspective. In the curriculum is linked to social sciences, but also as artistic education essential content. We approach a quantitative and qualitative analysis of Secondary Education students perceptions, visions and knowledge about heritage concept, in order to detect presences and absences in heritage education. We follow a mixed method and apply a questionnaire in a four classrooms sample in two schools of Valladolid (Spain). We apply quantitative and statistical-descriptive analysis through Nudist Vivo10. The analysis of their perceptions and valuations allow us to know the perceptions and valuations about heritage, and understand and define the keys to guide the work for a better and greater approach to this content.

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Published
2020-07-23
How to Cite
Marín-Cepeda, S., & Fontal, O. (2020). Secondary Education student’s perceptions around Heritage. Arte, Individuo Y Sociedad, 32(4), 917-933. https://doi.org/10.5209/aris.64657
Issue
Vol. 32 No. 4 (2020)
Section
Articles

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