- Desde hace décadas en los centros educativos españoles se han multiplicado experiencias didácticas o talleres de arqueología experimental. ¿Aprovechan estas actividades todo su potencial educativo? A través de una metodología de... more
- Desde hace décadas en los centros educativos españoles se han multiplicado experiencias didácticas o talleres de arqueología experimental. ¿Aprovechan estas actividades todo su potencial educativo? A través de una metodología de investigación mixta y por medio de un muestreo no probabilístico y no aleatorio se analizan once proyectos de arqueología experimental que se han implementado en los últimos años en las aulas de Educación Secundaria en España. El estudio de estos casos, obtenidos a través de la bibliografía, de la información hallada en Internet y a través de entrevistas con empresas especializadas, ha permitido establecer distintos patrones de actuación y categorizar los diversos tipos de actividades que se realizan habitualmente en los centros educativos. Los resultados demuestran que el grueso de este tipo de experiencias no aprovechan todo el potencial educativo que realmente tiene la arqueología experimental. La amplia mayoría de experiencias analizadas no desarrollan actividades previas, de consolidación o de evaluación de la actividad. También se detecta que muchas se limitan a trabajar la prehistoria y, por tanto, se vinculan únicamente a los contenidos de 1.º ESO (12-13 años). Se propone finalmente un modelo estándar de actuación (PAEduca) de cara a que futuras actividades de este tipo puedan alcanzar un valor educativo más significativo y valioso, tanto para estudiantes como para docentes y centros educativos.
- During the last decades experimental archaeology workshops and experiences have multiplied their presence in Spanish schools and high schools. But, do they take advantage of their full educational potential? To answer this question a mixed methods study was designed. Different experimental archaeology projects that have been implemented in recent years in Spanish Secondary Education classrooms were analyzed. A non-probabilistic and non- random sampling was used as the study is based on the cases obtained through literature search, information found on the Internet and interviews with specialized companies. It was possible to establish different patterns of action and categorize the various types of activities that were usually carried out in educational centers. The results showed that most of these types of experiences did not take advantage of the full educational potential that experimental archaeology has proved to have. The vast majority of experiences analyzed did not introduce, consolidate or assess the experience by means of specific activities. It was also detected that many are limited to working on Prehistory and, therefore, were linked only to the contents of 1st ESO (12-13 year olds). As conclusion, a standard model of action is proposed so that future activities of this type enable students to achieve a more significant and valuable educational outcomes.
- During the last decades experimental archaeology workshops and experiences have multiplied their presence in Spanish schools and high schools. But, do they take advantage of their full educational potential? To answer this question a mixed methods study was designed. Different experimental archaeology projects that have been implemented in recent years in Spanish Secondary Education classrooms were analyzed. A non-probabilistic and non- random sampling was used as the study is based on the cases obtained through literature search, information found on the Internet and interviews with specialized companies. It was possible to establish different patterns of action and categorize the various types of activities that were usually carried out in educational centers. The results showed that most of these types of experiences did not take advantage of the full educational potential that experimental archaeology has proved to have. The vast majority of experiences analyzed did not introduce, consolidate or assess the experience by means of specific activities. It was also detected that many are limited to working on Prehistory and, therefore, were linked only to the contents of 1st ESO (12-13 year olds). As conclusion, a standard model of action is proposed so that future activities of this type enable students to achieve a more significant and valuable educational outcomes.
