Local Heritage Approaches in History Education: Understanding How Decisions of People in the Past Led to the Present. Issue 2 (1st July 2016)

• Record Type: Journal Article
• Authors: Pinto, Helena
• Is Part Of: History education research journal. Volume 13:Issue 2(2014)
• Page Start: 70
• Page End: 81
• Publication Date: 2016-07-01
• Subjects: CITIZENSHIP EDUCATION AND HERITAGE EDUCATION -- CONCEPTUAL UNDERSTANDING -- CULTURAL TOOLS -- HERITAGE – CULTURAL -- HERITAGE – SYMBOLIC RECONSTRUCTION OF THE PAST -- HERITAGE EDUCATION -- HISTORY AND SOCIAL STUDIES -- HISTORICAL CONSCIOUSNESS -- HISTORY AND HERITAGE -- HISTORY EDUCATION -- IDENTITY -- LOCAL HISTORY -- PORTUGAL -- SITE VISITS -- SITES – HISTORIC; History -- Study and teaching -- Periodicals; History -- Research -- Periodicals; 907
• DOI: 10.18546/HERJ.13.2.09
• Languages: English
• ISSNs: 2631-9713

Abstract

Abstract : This paper emphasises the importance of providing tasks and learning activities that instil change on students' preconceptions and improve the interpretation of nearby heritage remains.Grounded on the idea that progress in historical understanding involves a meaningful and contextualized learning (Ashby, Lee & Shemilt, 2005; Chapman, 2006), there is a reflection on the concepts of History Education and Heritage Education in order to identify convergences related to the use of historic sites and objects as historical evidence.Some formal educational activities have been proposed in order to understand students' conceptions, especially those related to the use of heritage remains in history teaching and learning, as regards to their relation with the process of making sense of the past (Cooper & West, 2009).Results of systematic research, within mainly qualitative studies, regarding students' conceptions on local heritage – in northern Portugal – might reinforce the challenge to stimulate young people to think and argue about heritage evidence and the people who built/used it in the past, and ultimately contribute to improve a more advanced historical consciousness (Seixas, 2004) of both students and teachers.