Gamification and Controversial Heritage: Trainee Teachers&apos

Heritage education is configured as an ideal framework for the treatment of socio-environmental problems relevant to modern society. To this end, it is essential that teachers can develop proposals in the classroom that promote critical thinking and the eco-social education of their students, based...

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Detalles Bibliográficos
Autores: Sampedro Martín, Sergio, Arroyo Mora, Elisa, Cuenca López, José María, Martín Cáceres, Miriam José
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Huelva (UHU)
Repositorio:Arias Montano. Repositorio Institucional de la Universidad de Huelva
Idioma:inglés
OAI Identifier:oai:ariasmontano.uhu.es:10272/22442
Acceso en línea:https://hdl.handle.net/10272/22442
Access Level:acceso abierto
Palabra clave:Heritage education
Gamification
Controversial heritage
Teacher training
Quantitative research
Eco-social education
5803 Preparación y Empleo de Profesores
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spelling Gamification and Controversial Heritage: Trainee Teachers&aposConceptionsSampedro Martín, SergioArroyo Mora, ElisaCuenca López, José MaríaMartín Cáceres, Miriam JoséHeritage educationGamificationControversial heritageTeacher trainingQuantitative researchEco-social education5803 Preparación y Empleo de ProfesoresHeritage education is configured as an ideal framework for the treatment of socio-environmental problems relevant to modern society. To this end, it is essential that teachers can develop proposals in the classroom that promote critical thinking and the eco-social education of their students, based on innovative and experiential methodologies. For this reason, initial teacher training must ensure that future teachers acquire these innovative tools. Thus, the aim of this work is to identify the conceptions of student teachers in initial teacher training regarding gamification as a teaching methodology to address controversial heritage. To achieve this, a questionnaire has been designed with questions about heritage, controversy, and educational gamification, which was given to 235 students (M = 60; F = 175) taking their primary education degrees at different Spanish universities. To guide the design of the research instrument and analyze the results, a system of categories was developed and the SPSS data processing program was used. The first results show that, even though students in initial teacher training think that they do have a predisposition to use gamification to work around controversial heritage in class, they lack the knowledge of methodological strategies and gamified educational activities, which suggests a dearth of training on these issues in the primary education degree courses.MDPI20232023-05-0120232023-05-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10272/22442reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelvainstname:Universidad de Huelva (UHU)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ariasmontano.uhu.es:10272/224422026-06-02T14:58:11Z
dc.title.none.fl_str_mv Gamification and Controversial Heritage: Trainee Teachers&apos
Conceptions
title Gamification and Controversial Heritage: Trainee Teachers&apos
spellingShingle Gamification and Controversial Heritage: Trainee Teachers&apos
Sampedro Martín, Sergio
Heritage education
Gamification
Controversial heritage
Teacher training
Quantitative research
Eco-social education
5803 Preparación y Empleo de Profesores
title_short Gamification and Controversial Heritage: Trainee Teachers&apos
title_full Gamification and Controversial Heritage: Trainee Teachers&apos
title_fullStr Gamification and Controversial Heritage: Trainee Teachers&apos
title_full_unstemmed Gamification and Controversial Heritage: Trainee Teachers&apos
title_sort Gamification and Controversial Heritage: Trainee Teachers&apos
dc.creator.none.fl_str_mv Sampedro Martín, Sergio
Arroyo Mora, Elisa
Cuenca López, José María
Martín Cáceres, Miriam José
author Sampedro Martín, Sergio
author_facet Sampedro Martín, Sergio
Arroyo Mora, Elisa
Cuenca López, José María
Martín Cáceres, Miriam José
author_role author
author2 Arroyo Mora, Elisa
Cuenca López, José María
Martín Cáceres, Miriam José
author2_role author
author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Heritage education
Gamification
Controversial heritage
Teacher training
Quantitative research
Eco-social education
5803 Preparación y Empleo de Profesores
topic Heritage education
Gamification
Controversial heritage
Teacher training
Quantitative research
Eco-social education
5803 Preparación y Empleo de Profesores
description Heritage education is configured as an ideal framework for the treatment of socio-environmental problems relevant to modern society. To this end, it is essential that teachers can develop proposals in the classroom that promote critical thinking and the eco-social education of their students, based on innovative and experiential methodologies. For this reason, initial teacher training must ensure that future teachers acquire these innovative tools. Thus, the aim of this work is to identify the conceptions of student teachers in initial teacher training regarding gamification as a teaching methodology to address controversial heritage. To achieve this, a questionnaire has been designed with questions about heritage, controversy, and educational gamification, which was given to 235 students (M = 60; F = 175) taking their primary education degrees at different Spanish universities. To guide the design of the research instrument and analyze the results, a system of categories was developed and the SPSS data processing program was used. The first results show that, even though students in initial teacher training think that they do have a predisposition to use gamification to work around controversial heritage in class, they lack the knowledge of methodological strategies and gamified educational activities, which suggests a dearth of training on these issues in the primary education degree courses.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-05-01
2023
2023-05-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10272/22442
url https://hdl.handle.net/10272/22442
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelva
instname:Universidad de Huelva (UHU)
instname_str Universidad de Huelva (UHU)
reponame_str Arias Montano. Repositorio Institucional de la Universidad de Huelva
collection Arias Montano. Repositorio Institucional de la Universidad de Huelva
repository.name.fl_str_mv
repository.mail.fl_str_mv
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