Publication: Concepciones de docentes de Educación Primaria
sobre el juego de rol como herramienta para la
enseñanza del patrimonio.
Authors
Sampedro-Martín, Sergio ; Estepa-Giménez, Jesús
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/pantarei.508811
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info:eu-repo/semantics/article
Description
Abstract
Esta investigación es una primera aproximación
al estudio de concepciones de docentes de
Educación Primaria sobre el juego de rol en la
enseñanza del patrimonio. Para ello se ha
procedido a aplicar un cuestionario a los
docentes de Huelva capital con el fin de
identificar modelos didácticos en relación con la
enseñanza del patrimonio a través de los juegos
de rol. Después, profundizamos en sus
concepciones y prácticas a través de una
entrevista a docentes con perfiles didácticos
diferentes. Finalmente, analizamos los datos
obtenidos, apoyándonos en los descriptores de
nuestro sistema de categorías y siguiendo
nuestra hipótesis de progresión. Entre los
principales resultados de este estudio
destacamos que los docentes valoran la
educación patrimonial y la relevancia del uso
del juego de rol como herramienta significativa
para la enseñanza del patrimonio, a pesar de
que no lo utilicen en la práctica de aula.
This research is a first approach to the study of the conceptions that primary school teachers in Huelva have about role play when teaching about heritage. For doing this, a questionnaire has been carried on teachers in Huelva, in order to establish didactic models in relation to the teaching of heritage through role-playing games. Afterwards, we have deepened their conceptions and practices through an interview with teachers with different didactic profiles. Finally, we have analyzed the data obtained, relying on the descriptors of our category system, and following our progression hypothesis. Among the main results of this study, we highlight that teachers value heritage education and the relevance of the use of role-playing as a significant tool for teaching the heritage, despite the fact that they do not use it in the practice of their teaching.
This research is a first approach to the study of the conceptions that primary school teachers in Huelva have about role play when teaching about heritage. For doing this, a questionnaire has been carried on teachers in Huelva, in order to establish didactic models in relation to the teaching of heritage through role-playing games. Afterwards, we have deepened their conceptions and practices through an interview with teachers with different didactic profiles. Finally, we have analyzed the data obtained, relying on the descriptors of our category system, and following our progression hypothesis. Among the main results of this study, we highlight that teachers value heritage education and the relevance of the use of role-playing as a significant tool for teaching the heritage, despite the fact that they do not use it in the practice of their teaching.
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