Re-building history…
Main objective
A series of didactic activities gather under the name “Re-building history”, looking for approaching the material and archaeological patrimony to class, but this time it attempts to avoid the pointed difficulties or lacks in the different educative levels. For that there have been developed some suggestions which can be adapted to different scholar contexts. We are briefly going to summarize the main action lines.
Action lines
1. Secondary school
The project “IES Arqueológico” was performed in Secondary High School El Bohío (Cartagena) since 2012. 1º ESO students (12-13 years old) take part in a simulated archaeological excavation which includes archeological replicas which are found and analyzed by students themselves. The research of the objects is developed by following an inquiry approach guided by the teacher, facing a series of questions that the students must resolve. The activity includes a previous preparation, a motivation phase and a research phase which globalizes, among others, the elaboration of diaries, draws, photos and the so mentioned interrogation about the objects.
 |
 |
|
Más información sobre el proyecto en el blog (clic en la imagen): |
 |
At the same time, since 2013, it has been developed in Región de Murcia a research based on the introduction of objects (archaeological replicas in this case) in Secondary classes, and these are used not as contents illustrators, but as information sources you can work with, with observation, reflection and researching processes.
2. Primary school
Thanks to the collaboration of Centro de Estudios del Próximo Oriente y la Antigüedad Tardía (CEPOAT) and the support of the area of Didáctica de las Ciencias Sociales-Universidad de Murcia, an activity for 5º and 6º grade of Primary school (10-11 years old) was designed. The activity was called “Archaeologists in a hurry” and it has been tested since November 2014. Since then it has been developed in different educative centers and it has widen the age range, being even developed in classes of childhood education.
 |
 |
3.Childhood education
A specific activity for Childhood education (children from 4 to 5 years old) has been developed, and it is called “Catino, el campesino fino”. It is about an adaptation of the literary work written in Ancient Egypt “The History of the Eloquent Peasant”. After being tested in a non-formal education environment, the activity has been carried out in different classes of Childhood education in Región de Murcia, normally included in projects linked with Egyptian worlds or museums. The experience has been a complete success, even with the results still being analyzed. Anyways, we can say in advance that it has been possible to transmit History contents to really young children through the reading of an iconographic primary source.
 |
 |
Resultados científicos de las investigaciones
Egea Vivancos, A., Arias Ferrer, L., & Santacana i Mestre, J. (Eds.). (2018). Y la arqueología llegó al aula… La cultura material y el método arqueológico para la enseñanza de la historia y el patrimonio. Trea. [Comprar aquí]
Egea, A., & Arias, L. (2018). Aprendizaje basado en objetos en Educación Secundaria: Primeros resultados de una experiencia didáctica. En E. López, C. R. García y M. Sánchez (eds.), Buscando formas de enseñar: Investigar para innovar en didáctica de las ciencias sociales (pp. 941-954). Valladolid: Universidad de Valladolid. [Descargar aquí]
Egea Vivancos, A., Arias Ferrer, L., & Pernas García, S. (2017). ¿Hay vida más allá de la arqueología? La educación como una oportunidad. Temporis[çao], 17, 20-42. [Descargar aquí]
Arias Ferrer, L., Casanova Alfonsea, E., Egea-Vivancos, A., García Ruiz, A. B., & Morales Rodríguez, M. J. (2016). Aprendiendo a tocar la historia. Las fuentes objetuales como recurso de aprendizaje en Educación Infantil y Primaria. En R. López-Facal (Ed.), Ciencias sociales, educación y futuro: Investigaciones en didáctica de las ciencias sociales (pp. 136-148). Santiago de Compostela: Red 14-Universidad de Santiago de Compostela. [Descargar aquí]
Egea Vivancos, A., & Arias Ferrer, L. (2015). La arqueología llega a las aulas. Objetos y otros fuentes primarias para la enseñanza de la Historia. In G. Solé (Ed.), Educação Patrimonial: contributos para a construção de uma consciência histórica. Braga: Centro de Investigação em Educação (CIEd). [Descargar aquí]
Egea Vivancos, A., Pernas García, S., & Arias Ferrer, L. (2014). Re-construyendo la historia a partir del patrimonio arqueológico. In O. Fontal, A. Ibáñez Etxeberria, & L. Martín Sánchez (Eds.), Reflexionar desde las experiencias. Una visión complementaria entre España, Francia y Brasil. Actas del II Congreso Internacional de Educación Patrimonial. Madrid: IPCE/OEPE. [Descargar aquí]
Egea, A. y Arias. L (2013). IES Arqueológico. La arqueología como recurso para trabajar las competencias básicas en la educación secundaria. Clío. History and History teaching 39. ISSN 1139-6237. [Descargar aquí]
Colaboradores
Nos gustaría agradecer la desinteresada colaboración en las diversas tareas asociadas a la puesta en práctica y desarrollo de las diversas propuestas a: Elisabet Casanova, Rocío Escudero, Ana Belén García, Marta Gil de Sola, Cristian López, M.ª Carmen López, Juan Manuel Martínez, M.ª José Morales, M.ª Victoria Muñoz y Tamara Nicolas.
Así mismo son muchos los centros y compañeros docentes que nos han abierto las puertas de sus aulas para que podamos llevar a cabo nuestras investigaciones didácticas: CEIP Francisco Salzillo (Los Ramos, Murcia), CEIP José Antonio (Fuente-Álamo), CEIP Nuestra Señora de Belén (Murcia), IES El Bohío (Cartagena), IES Floridablanca (Murcia), IES Gil de Junterón (Beniel), IES San Isidoro (Cartagena), IES Sanje (Alcantarilla)…
