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Campo DC | Valor | Lengua/Idioma |
---|---|---|
dc.contributor.author | Arias Ferrer, Laura | - |
dc.contributor.author | Egea Vivancos, Alejandro | - |
dc.contributor.author | Henderson, A. Gwynn | - |
dc.contributor.author | Levstik, Linda S. | - |
dc.contributor.author | Mathis, Christian | - |
dc.contributor.author | Pinto, Helena | - |
dc.contributor.author | Stottman, M. Jay | - |
dc.contributor.other | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Didáctica de las Ciencias Matemáticas y Sociales | - |
dc.date.accessioned | 2024-10-01T11:34:03Z | - |
dc.date.available | 2024-10-01T11:34:03Z | - |
dc.date.issued | 2022-09 | - |
dc.identifier.citation | The Heritage Education Journal, Volume 1, No. 1 September 2022 | es |
dc.identifier.issn | 2832-9228 | - |
dc.identifier.uri | http://hdl.handle.net/10201/144459 | - |
dc.description | © 2023 The Heritage Education Network. This document is the Published version of a Published Work that appeared in final form in The Heritage Education Journal. | - |
dc.description.abstract | The aim of this article is to analyze how archaeology contributes to the history teaching and learning process. Research has shown the benefits of learning from and with archaeology: it is an effective resource for historical inquiry, helps improve the connections students make between past and present, and supports civic purposes and engagement. Despite archaeology’s benefits, its implementation in educational settings is still scarce. This article provides reflections shared by an international working group (Spain, Portugal, Switzerland, and the United States) and outlines the problems of introducing archaeology and its methods into schools and the different trends and approaches that characterize its implementation. The joint discussion ends with the definition of both current challenges that need to be addressed and suggestions for the future if we aim for archaeology to be part of educational processes. The discussion also allows us to answer the main question posed in this article: why does archaeology matter? | es |
dc.format | application/pdf | es |
dc.format.extent | 30 | es |
dc.language | eng | es |
dc.publisher | The Heritage Education Network | - |
dc.relation | Sin financiación externa a la Universidad | es |
dc.rights | info:eu-repo/semantics/embargoedAccess | es |
dc.subject | Archaeology | es |
dc.subject | Teaching history | es |
dc.subject | Educational research | es |
dc.subject | Critical thinking | es |
dc.subject | Arqueología | - |
dc.subject | Enseñanza de la historia | - |
dc.subject | Investigación educativa | - |
dc.subject | Pensamiento crítico | - |
dc.subject.other | CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre | es |
dc.subject.other | CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::373 - Enseñanza primaria y secundaria | es |
dc.subject.other | CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::371 - Organización y gestión de la educación y de la enseñanza | es |
dc.title | Why does archaeology matter? archaeology across different countries and teaching approaches | es |
dc.type | info:eu-repo/semantics/article | es |
dc.relation.publisherversion | https://theheritageeducationnetwork.org/the-heritage-education-journal/thej-volume-1-number-1/why-does-archaeology-matter-archaeology-across-different-countries-and-teaching-approaches/ | - |
dc.embargo.terms | Si | - |
Aparece en las colecciones: | Artículos: Didáctica de las Ciencias Matemáticas y Sociales |
Ficheros en este ítem:
Fichero | Descripción | Tamaño | Formato | |
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Why-Does-Archaeology-Matter.pdf | Arias et al. 2023 | 475,81 kB | Adobe PDF | Visualizar/Abrir Solicitar una copia |
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