RT Journal Article
T1 Gamification and Controversial Heritage: Trainee Teachers' Conceptions
A1 Sampedro Martín, Sergio
A1 Arroyo Mora, Elisa
A1 Cuenca López, José María
A1 Martín Cáceres, Miriam José
AB Heritage education is configured as an ideal framework for the treatment of socio-environmentalproblems relevant to modern society. To this end, it is essential that teachers can develop proposals inthe classroom that promote critical thinking and the eco-social education of their students, based oninnovative and experiential methodologies. For this reason, initial teacher training must ensure thatfuture teachers acquire these innovative tools. Thus, the aim of this work is to identify the conceptionsof student teachers in initial teacher training regarding gamification as a teaching methodology toaddress controversial heritage. To achieve this, a questionnaire has been designed with questionsabout 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 designof the research instrument and analyze the results, a system of categories was developed and the SPSSdata processing program was used. The first results show that, even though students in initial teachertraining think that they do have a predisposition to use gamification to work around controversialheritage in class, they lack the knowledge of methodological strategies and gamified educationalactivities, which suggests a dearth of training on these issues in the primary education degree courses.
PB MDPI
SN 2071-1050 (electrónico)
YR 2023
FD 2023-05
LK https://hdl.handle.net/10272/22442
UL https://hdl.handle.net/10272/22442
LA eng
NO Sampedro-Martín, S., Arroyo-Mora, E., Cuenca López, J. M., & Martín-Cáceres, M. J. (2023). Gamification and Controversial Heritage: Trainee Teachers’ Conceptions. In Sustainability (Vol. 15, Issue 10, p. 8051). MDPI AG. https://doi.org/10.3390/su15108051
NO This study is linked to the R&D+i project EPITEC2 “Controversial heritage for the eco-social formation of citizenship. An investigation of heritage education in formal education” (PID2020-116662GB-I00, funded by MCIN/AEI/10.13039/50100011033/) which has made its preparation possible. The first author is the beneficiary of a Teacher Training Grant (FPU20/01886), granted by the Ministry of Universities (Spain). The second author is a beneficiary of a FPI (PRE2021-097822), granted by MCIN/AEI/10.13039/501100011033 and the FSE+.
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026