文章基本信息

标题：La Evolución del Concepto de Patrimonio: Oportunidades para la Enseñanza de las Ciencias
本地全文：下载
作者：Hortensia Morón-Monge ; Mª del Carmen Morón Monge
期刊名称：Didáctica de las Ciencias Experimentales y Sociales
印刷版ISSN：2255-3835
出版年度：2018
期号：33
页码：83-98
DOI：10.7203/dces.33.10814
语种：Spanish
出版社：Universitat de València
摘要：This paper describes and analyses how heritage concept evolves and changes from Spanish law on heritage. For that, it is analyzed explicitly heritage concept and focus on natural and geological heritage from three documents. In this analysis, we observe an evolutionary-conceptual tendency of the heritage and its teaching, in which apparently there is no single concept about heritage and, therefore, a single educational perspective. In this trend, the conceptualization of heritage is expanding and enriching from a more unidisciplinary and conservation-oriented vision, towards a more interdisciplinary and educational. This conceptual evolution is associated in turn with the material and tangible character of the heritage towards other more intangible and relative. Finally, this last conceptual notion of heritage and its teaching can foment activist attitudes on the socio-scientific issues and promote a scientific literacy for science education.
其他摘要：This paper describes and analyses how heritage concept evolves and changes from Spanish law on heritage. For that, it is analyzed explicitly heritage concept and focus on natural and geological heritage from three documents. In this analysis, we observe an evolutionary-conceptual tendency of the heritage and its teaching, in which apparently there is no single concept about heritage and, therefore, a single educational perspective. In this trend, the conceptualization of heritage is expanding and enriching from a more unidisciplinary and conservation-oriented vision, towards a more interdisciplinary and educational. This conceptual evolution is associated in turn with the material and tangible character of the heritage towards other more intangible and relative. Finally, this last conceptual notion of heritage and its teaching can foment activist attitudes on the socio-scientific issues and promote a scientific literacy for science education.