Challenging Students' Ideas on Historical Evidence by Using Heritage Remains. Issue 1 (1st December 2013)

• Record Type: Journal Article
• Authors: Pinto, Helena
• Is Part Of: History education research journal. Volume 12:Issue 1(2013)
• Page Start: 121
• Page End: 136
• Publication Date: 2013-12-01
• Subjects: HISTORY EDUCATION -- HERITAGE EDUCATION -- HERITAGE EVIDENCE -- STUDENTS' INFERENCES -- HISTORICAL EVIDENCE -- HISTORICAL CONSCIOUSNESS; History -- Study and teaching -- Periodicals; History -- Research -- Periodicals; 907
• DOI: 10.18546/HERJ.12.1.09
• Languages: English
• ISSNs: 2631-9713

Abstract

Abstract : This paper shares some results of a PhD research study focused on students and teachers' conceptions, with particular with reference to the use of heritage evidence in history teaching and learning, in order to make a connection with and to make sense of the past. Within a double framework – history education and heritage education – the empirical study followed a mainly qualitative approach based on grounded theory, and was carried out with a sample of 87 students, 40 attending year 7 and 47, year 10, accompanied by their history teachers (N6) from several secondary schools of Guimarães, in northern Portugal. Students took part in an outside school history activity to interpret specific objects, buildings and historic sites, and answered a questionnaire designed for that purpose; teachers answered another questionnaire, before and after the field activity. The analysis of data has suggested diverse students' patterns of ideas in terms of conceptual progression, and several teachers' profiles, concerning the use of evidence and types of historical consciousness. As intended in this study, approaching heritage education in a systematic and consistent process might improve multiple competences in youngsters, particularly in the context of historical understanding, fostering students' ability to 'read' objects, buildings and sites as historical evidence.