Social-emotional Education in Local Heritage
Patrimonial Activities Outside the Classroom
DOI:
https://doi.org/10.37467/revhuman.v11.4256Keywords:
Field Trips, Social-emotional Learning, Heritage Education, Teacher Training, Curriculum Development, Community, Local IssuesAbstract
Social-emotional learning is a tendency in education and must be accounted for in all areas of study. Heritage education cannot ignore this reality and must include and its planning and delivery effective strategies to implement and promote social-emotional competencies. The following work, proves patrimonial visits are an innovative approach towards coping with emotions in society. The activity proposed and studied in this investigation demonstrated the opportunities for integer learning during these experiences are real and cause a significant impact in students and society. This study demonstrated the most relevant aspects to consider in patrimonial visits.
References
Bastian, Heymann, & Jacomy, (2009). Gephi: an open source software for exploring and manipulating networks. Proceedings of the international AAAI conference on web and social media (Vol. 3, No. 1, pp. 361-362). shorturl.at/nopY5
Cepeda, (2018). Una aproximación al concepto de identidad cultural a partir de experiencias: El patrimonio y la educación. Tabanque: Revista pedagógica, (31), 244- 262. shorturl.at/rtvz2.
Chabal, Baizakova, Utegenova, & Alipkyzy, (2019). Potential of Cultural Heritage Sites for Introduction of Global Citizenship Education in Kazakhstan. Вестник КазНУ. Серия международные отношения и международное право, 84(4), 13-18. Retrieved from shorturl.at/DKZ35
Cimiano, (2003). El homo ludens de Johan Huizinga. Retos: nuevas tendencias en educación física, deporte y recreación, (4), 33-35. shorturl.at/rAFUV
Domínguez & López, (2015). Patrimonio, entorno y procesos de identificación en la educación primaria. CLIO. History and History Teaching, (41). shorturl.at/BEPQ8
Donolo & Melgar, (2011). Leave the classroom...To learn from other contexts: Heritage natural, museums and internet. Revista Eureka Sobre Enseñanza y Divulgación de las Ciencias, 8(3), 323-333. shorturl.at/TW029
Field, (2005). Kendall‘s coefficient of concordance. Encyclopedia of Statistics in Behavioral Science, 2, 1010-11. shorturl.at/lmRS4
Mellado, Garritz, & Brígido, (2009). La dimensión afectiva olvidada del conocimiento didáctico del contenido de los profesores de ciencias. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, [en línea] n.o Extra, 347-51. shorturl.at/dEORZ
Nemoto & Beglar, (2014). Likert-scale questionnaires. In JALT 2013 conference proceedings, (pp. 1-8). shorturl.at/eqR18
Pedroza & Dicovskyi, (2007). Sistema de análisis estadísticos con SPSS. Managua: Instituto Interamericano de Cooperació n para la Agricultura. INTA. shorturl.at/bDUY3
Rite & Cuenca, (2017). La educación patrimonial para la adquisición de competencias emocionales y territoriales del alumnado de enseñanza secundaria. Pulso: Revista de Educación. shorturl.at/kpY04
Santacana & Martínez, (2018). El patrimonio cultural y el sistema emocional: Un estado de la cuestión desde la didáctica. Arbor, 194(788), 446. shorturl.at/dFT03
Santacana, (2006). Bases para una museografía didáctica en los museos de arte. Enseñanza de las ciencias sociales: revista de investigación [en línea], 5, 125-33. shorturl.at/BHMPW
Schiavottiello & Zozaya-Montes, (2018). Heritales: the film festival that brings Heritage to the urban environment. Urban Creativity Scientific Journal (3, n1), pp. 89-94. shorturl.at/bfjP9
Siegel, S. (1956). The case of K related samples. In NonParametric Statistics: For the Behavioral Sciences (p. 166). McGraw-Hill. shorturl.at/BDMQ8
Singh, Roy & Tripathi, (2013). Non-parametric tests: hands on SPSS. ICAR Research Complex for NEH Region, Umiam, Meghalaya. shorturl.at/abfIR
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org