Primary and secondary teachers' conceptions about heritage and heritage education : a comparative analysis

Abstract

This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics-Chemistry, Biology-Geology and Geography-History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories which in their turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge.