Coverage of heritage and archeology in formal education is typically limited. These subjects are typically taught through specific and anecdotal activities that do not respond to a specific methodological foundation. School-museum relationships offer numerous benefits for design participation experiences with long-term perspectives in conducting systematic activities. The collaboration between the museum and school should be considered a maxim for the development of teaching-learning processes of history based on the students’ investigation of their own reality and the immediate context of a lived culture using the archaeological heritage.

School-Museum Relationships and Teaching Social Sciences in Formal Education paves the way for collaboration between museums and schools as a rule of conduct for the development of teaching and learning processes for the social sciences. This book focuses, from within the field of formal education, on the spaces in which learning takes place (school and archeological museums) to establish proposals for improvement in the teaching and learning of history, taking heritage education as a point of reference and heritage as a teaching resource. Covering topics such as interactive collaborative models, teaching and learning improvement, and the school-museum educational projects, this premier reference source is an excellent resource for museum educators, directors, educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, government officials, librarians, researchers, and academicians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Archeological Museums
Community of Practice
Heritage Education
History Learning
Innovation
Interactive Collaborative Models
Joint Work
School-Museum Collaboration
School-Museum Educational Projects
School-Museum Relationships
Social Sciences
State of the Art
Teaching and Learning Improvement

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Editor/Author Biographies

Ainoa Escribano-Mirallesis an assistant university professor of teaching social sciences in National University of Distance Education (UNED) and pre-school teacher. PhD in Education (summa cum laude, International PhD Mention and Outstanding Doctoral Achievement Award) from the University of Murcia (UMU). She held a collaboration scholarship (2013-2014), obtained a research grant (2015) and a predoctoral fellow (2016-2019) at the University of Murcia. Her passion for uniting formal education (early childhood, primary and secondary education) with the social, cultural, historical and museum environment close to the students, has led her to publish more than eight articles in scientific journals indexed in internationally prestigious databases. She has authored one book and coordinated three monographic works as well as writing thirteen book chapters and making twenty contributions in congresses and scientific meetings. She has participated in eleven research and innovation projects on the teaching and learning of the social sciences, history education, historical thinking, assessment, competencies, teacher training, textbooks, heritage education and citizenship education in pre-school, primary and secondary education. She has occupied different roles in academic management, currently serving as the Academic Access Secretary of the National University of Distance Education (UNED) and has been a member of the Board of the Faculty of Education of the University of Murcia and from university senate of the same institution (2018-2020). She is a researcher in the Research Group ‘Didactics of Social Sciences’ (DICSO) of the UMU and Consolidated Research Group ‘Professional development: educational and intercultural training and innovation and media design’ (ForInterMed) of the UNED.

Pedro Miralles-Martínez has been a teacher and professor for 39 years in all levels of education: adult education; primary education; geography and history teacher and professor in secondary education; Associate Professor and Full Professor in the Teaching of the Social Sciences. He has worked in permanent teacher training in two Teacher and Resources Centers. He has directed or participated in more than twenty research and innovation projects on the teaching and learning of the social sciences, history education, historical thinking, assessment, competencies, teacher training, textbooks and citizenship education in pre-school, primary and secondary education. He is the author of more than two hundred publications and been an invited speaker at more than a hundred conferences and scientific meetings. As far as management is concerned, he has performed the following roles: head of studies and principal at a public school, principal at a secondary school, secretary and director of a University Department. He was the coordinator of the first PhD program in Social Sciences Teaching; he has coordinated the Pedagogical Aptitude Course in Geography and History, the master’s and doctorate programs in Research and Innovation in Primary Education, as well as the master’s degree ‘Teaching Innovation in Infant and Primary Education’ and the Doctorate program ‘Teaching and Educational Innovation’. He is also the Principal Investigator of the research group ‘Didactics of Social Sciences’ (2009-2022). In addition, he has been vice-rector of Training and Innovation of the University of Murcia (2014-2018).

Francisca-José Serrano-Pastor, PhD, is Senior Lecturer in the Department of Research Methods and Diagnosis in Education of the University of Murcia (UMU, Spain). In his Doctoral Thesis she obtained the mention cum laude and the Extraordinary Prize for Doctorate in Education (1994). She began her career as a teacher at the UMU in 1991. Previously, she worked as a pedagogical advisor in different schools of Primary and Secondary Education, and as a trainer of trainers at the National Employment Institute. His passion and interest in research methods and data analysis has led her to participate in research works in the field of education from the point of view that these must be adapted to the diversity of problems and disciplines that come together in education in all its stages (Early Childhood Education, Primary, Secondary and Higher Education). His latest research works deals with interculturality, intergenerational relations, homework, education for death and duel, quality management systems and models in education, training research, and evaluation of didactic models, resources and educational programs. Regarding university management at the UMU, she has been Head of the Permanent Training Section of the Institute of Education Sciences (1994-1997), Vice-Dean of International Relations and Quality of the Faculty of Education (2001-2005) and Postgraduate Vice-Dean of the Faculty of Education (2013-2017). She has also participated as an evaluator of teaching activity. Currently she is coordinator of the GIDiscere teaching innovation group and the Official University Master’s Degree in Research, Evaluation and Quality in Education. She participates in the direction of doctoral theses and in the training of students of the Doctoral Program in Education of the International Doctoral School of the UMU.

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