Archaeological heritage in Secondary Education textbooks
DOI:
https://doi.org/10.7203/dces.33.11003Keywords:
Heritage education, Textbook evaluation, Social Science research, Inquiry, Qualitative research
Abstract
The aim of this paper is to analyze how archaeological heritage is introduced and used in Secondary Education History textbooks (Year 7, 10-11 year old students). To get that aim, it has been selected a sample of six textbooks edited by three different publishers under different education laws (LOE and LOMCE). A qualitative research was conducted in order to analyze the sample in a contextualized way. Results show an increasing presence of archaeological heritage in textbooks and in a wider range of format, although the actions demanded regarding the archaeological heritage is still characterized by its low cognitive character, that requires very little reasoning by the students.
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Author Biographies
Antonio J. Meseguer Gil, Universidad de Murcia
Laura Arias Ferrer, Didáctica de las Ciencias Sociales Universidad de Murcia
Alejandro Egea Vivancos, Didáctica de las Ciencias Sociales Universidad de Murcia
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El patrimonio arqueológico en los libros de texto de Educación Secundaria - AUTORÍA (Español)1
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