1. INFORMAL SEMINAR Hortensia Morón Monge FEBRUARY 16 2012
“ANALYSIS OF HERITAGE CONTENT IN SPANISH SECONDARY SCHOOL TEXTBOOKS: AN OPPORTUNITY TO DEVELOP SCIENTIFIC COMPETENCE”
INFORMAL SEMINAR
Hortensia Morón Monge
FEBRUARY 16
2012
SUPERVISORS:
Ana Mª Wamba
Mª Angeles de las Heras
(Jenny Lewis)

2. INTRODUCTION TO SESSION
What I would like to get from this seminar
Outline of my presentation:
How and Why did my Thesis start?
Context
Background
What is my thesis about?
My mind. How do I understand my world?
Landing: Exemplification/contextualization
Expand the idea (holistic heritage perspective)
Reflecting, Synthesis and Feedback

3. How and Why did my Thesis start?

4. BACKGROUND
My department (maths, social sciences and experimental sciences)
HERITAGE PROJECT
PROJECT TEACHING MATERIALS AND RESOURCES
PHASE 2
PROJECT
educational website and
educational materials
PHASE 3
PROJECT CONCEPTIONS
PHASE 1
OBJECT OF STUDY
OBJECT OF STUDY
ANALYSIS
OBJECT OF STUDY
IMPROVE PROPOSALS AND DESING
ANALYSIS AND COMPARATION
TEACHERS
MUSEUMS KEEPERS
TEACHING
MATERIALS
EDUCATIONAL
WEBSITE
TEACHING
MUSEUMS MATERIALS
TEXTBOOKS
Teachers
Primary teachers 49
Secondary teacher (B-G) 27
Secondary teacher (Ph-Ch 22
Secondary teacher (H-G) 28
Museums
Keepers 20
Archives 4
Historical Visitor Centre 2
Natural Space Visitor Centre 7
96TB: Three Publisher
(Anaya, Santillana y SM)
Three county
(Andalucía, Madrid and Cataluña)
Primary and Secondary
Subjects:
- Environmental Knowledge: Natural, social and Cultural
- Social sciences, Geography and History
- Nature Sciences Biology and Geology Physic and Chemistry.
Guggenheim (Bilbao),
Cosmocaixa (Barcelona)
Museo del Prado (Madrid)
Museo Picasso (Málaga)
Museo Picasso (Barcelona)
Parque de las Ciencias (Granada)
Parque Nacional de Doñana (Huelva-Sevilla-Cádiz)
Parque Nacional de Timanfaya (Lanzarote).
Discussion Team:
Primary teachers
Secondary teacher CCSS
Secondary teacher CCE
Musemums Keepers

5. HERITAGE: Why heritage?
CLASSICAL CONCEPTION HERITAGE
Traditional (historic and artistic/unidisciplinary )
Material object: cathedral, pictures, monuments, archaeological remains
Value (temporal, unique, exceptional)
Academic vision
Patrimonial typologies: historical, artistic and natural (landscape monumental value).
HOLISTIC CONCEPTION HERITAGE
Interdisciplinary (integrate disciplines)
Heritage: holistic and systemic
Material and Immaterial (knowledge, traditions, crafts, etc)
Value: diversity and social
Other typologies: environmental, scientific-technology, ethnography
... But from the education point of view -science education-, How can we work this concept?

6. What is my thesis about?

7. HOLISTIC HERITAGE PERSPECTIVE
RESEARCH CONTEXT & Aim
DESIGN PROPOSAL OF LECTURES
TO IMPROVE (Teaching-Learning) EXPERIMENTAL SCIENCE VIEW
WHAT FEATURES DOES IT HAVE ?
HOLISTIC HERITAGE PERSPECTIVE
consider
HOW COULD IT IMPROVE?
SCIENTIFIC COMPETENCE
WHAT THIS MEANS?
Analysis Is
NNSS
Textbooks
Relation
S-T-S
Holistic approach
Student motivation
Civic Scientific literacy
HERITAGE
Engine
Systemic and interdisciplinary
perspective
T-L
Concept
Identity
View
Communication strategy
Environmental elements

8. One Example: Rio Tinto (HUELVA)

9. ENVIRONMENTAL HERITAGE
PROTECTED LANDSCAPE
ENVIRONMENTAL HERITAGE

10. SCIENTIFIC-TECNOLOGY National Aeronautics and Space Administration
HERITAGE
NASA
National Aeronautics and Space Administration

11. Hugh Matheson, RTCL president
HISTORICAL-ARTISTIC
HERITAGE

12. ETHNOLOGYCAL
HERITAGE

13. Progression of the concept of heritage education: Progression hypothesis
Heritage from teaching and learning perspective:
Classical heritage perspective:
Patrimonial elements and Typology without connexion (Historical, artistically and Natural)
Heritage like Object.
Teaching and learning: unidisciplinary, exceptional, focus on elements of contents.
Aim: academicism (try to remember as much as possible, only knowledge)
No connection with the context, culture, society, geography.
Summative heritage perspective:
Other patrimonial typologies (environment and scientific technology)
Heritage like : object and resources
Teaching and Learning: multidisciplinary, connection with different contents (attitudes and knowledge)
Heritage value: diversity.
Holistic heritage perspective:
No patrimonial typologies (set of typologies-no individual, as a whole) systemic point of view heritage (interaction)
Heritage like: object, resources and proposal/aims
Teaching and Learning: interdisciplinary, connection with different contents (attitudes, knowledge and skills). Think about structure as a whole.
Aim: Meaning/understanding (try to get the meaning)
Heritage value: identity-symbolic

14. ENVIRONMENT PERCEPTION
relationship between the construction of the concept of environment and heritage.
SURFACE LEARNING
ENVIRONMENT PERCEPTION
Environment View
Undifferentiated
Classical heritage perspective: (LOW CONNECTION)
Environment View
Summative-Resource
Summative heritage perspective : (MEDIUM CONNECTION)
Environment View
Systemic-Holistic
Holistic heritage perspective : (HIGH CONNECTION)
DEEP
LEARNING

15. Syncretic- Undifferentiated
CONNECTION=VALUE
OUTLINE: HOW THE DIFERENT CONNECTIONS PROVIDE IDENTITY-SIMBOLIC VALUE TO HERITAGE + -
Heritage view
Syncretic- Undifferentiated
Heritage view
Systemic-Holistic
HERITAGE
CLASSICAL
CONCEPTION
HERITAGE
HOLISTIC CONCEPTION
VALUE
IDENTITY-SIMBOLIC
Connection socio-cultural
Connection close geography
Connection contents (knowledge)
Connection different heritages
Connection different thematic areas
Connection different disciplines

16. 4. Reflecting, Synthesis and Feedback

17. HOLISTIC HERITAGE PERSPECTIVE
It can:
Broad view of our world.
Be a paradigm (meth, onto and epist)
Work in different area, concepts, subject... (work genetics, chemistry, etc)
Let us:
understand our world and resolve real problem
do connexion, knowledge provides utility
work formal and informal education.
Not only:
material items
Academic
social-artistic
Not a beliefs
Not a framework
Not a simple teaching method

18. THANK YOU!!!