The paper shows the task to contribute to the construction of the identity, across the scientific heritage,the support of the ICTs and the school. All of three elements are important at the moment of strengthening the selfknowledge and the cultural auto-esteem. We discuss the results of an investigation realized in 2007 in urban and rural schools of Catalonia. The students had the opportunity to prove a virtual itinerary in a zone of the north of Catalonia (industrial heritage) rehabilitated as tourist place.

The project, the Knowledge and Heritage Value of Gerri de la Sal, was planned for working with the schoolage public. It involved the design of a series of educational activities and teaching dossiers adapted to the different educational levels interested in exploring the on-line products. On- line and off-line experiences tell us of a public wanting to know about and use those tools available to help them to know their heritage.

The tool itself provides contents adapted for the following subjects: science, biology, technology, and social studies in sixth grade of Elementary School, third grade of ESO (compulsory secondary education), and first course of High School. This complement to the school curriculum represents a research proposal, which seeks to bring heritage itself closer to the school as an alternative to the problems of time, money and displacement.

The project was coordinated by the National Museum of Science and Technology of Catalonia (mNACTEC) and the study of the schools carried out by MUSEIA, Research Group of the Open University of Catalonia (Spain). We observed how the students of the rural zone, near Gerri de la Sal, knew its existence, its importance for the economy and their region, whereas the pupils of Barcelona showed a major ignorance in that matter. The above mentioned results rest on a theoretical part that is approached from the perspective of the public communication of the science and the presence of the ICTs in the heritage and the school.

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Public Communication of Science and Technology

 

Scientific heritage and cultural identity
A mission supported by ICTs and school

Patricia Castellanos  

Gloria Munilla  

The paper shows the task to contribute to the construction of the identity, across the scientific heritage,the support of the ICTs and the school. All of three elements are important at the moment of strengthening the selfknowledge and the cultural auto-esteem. We discuss the results of an investigation realized in 2007 in urban and rural schools of Catalonia. The students had the opportunity to prove a virtual itinerary in a zone of the north of Catalonia (industrial heritage) rehabilitated as tourist place.

The project, the Knowledge and Heritage Value of Gerri de la Sal, was planned for working with the schoolage public. It involved the design of a series of educational activities and teaching dossiers adapted to the different educational levels interested in exploring the on-line products. On- line and off-line experiences tell us of a public wanting to know about and use those tools available to help them to know their heritage.

The tool itself provides contents adapted for the following subjects: science, biology, technology, and social studies in sixth grade of Elementary School, third grade of ESO (compulsory secondary education), and first course of High School. This complement to the school curriculum represents a research proposal, which seeks to bring heritage itself closer to the school as an alternative to the problems of time, money and displacement.

The project was coordinated by the National Museum of Science and Technology of Catalonia (mNACTEC) and the study of the schools carried out by MUSEIA, Research Group of the Open University of Catalonia (Spain). We observed how the students of the rural zone, near Gerri de la Sal, knew its existence, its importance for the economy and their region, whereas the pupils of Barcelona showed a major ignorance in that matter. The above mentioned results rest on a theoretical part that is approached from the perspective of the public communication of the science and the presence of the ICTs in the heritage and the school.

A copy of the full paper has not yet been submitted.

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