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In 2019 the Budj Bim cultural landscape in south western Victoria was listed on the World Heritage Register. It is significant firstly for the Gunditjmara people as a culmination of regaining control over their traditional lands and international recognition of their unbroken connection with the land extending back tens of thousands of years. It undermines a longstanding distinction made in heritage assessment between tangible (material) and intangible (immaterial) categories by instead seeing these as interdependent and 'constitutive entanglements' of everyday life. The corresponding distinction too often made between the built and the natural environment has resulted in a disproportionate acceptance that associates built environment heritage with European or Western societies and identities natural environmental heritage with Indigenous landscapes. Introducing a socio-material perspective where these formerly separate categories are seen as interdependent enables a new mode of understanding cultural connection to the land that is potentially transforming. Finally, it is significant as an exemplar of Indigenous led heritage work that brings together political struggle and advocacy, history work, and in the process creates new knowledge.

The present study addressed the effects of becoming aware of being at an authentic historic place both on affective reactions and acquisition of information about the relevant historic events. The study was conducted in a research institute located in a former National Socialist (NS) clinic, thus holding an authentic historic dimension, while at the same time, the building's physical attributes do not resemble its history anymore. This allowed us to manipulate the participants' awareness of being at an authentic historic place via systematic variation of prior information (neutral information about the building, general information about a historic event, information about the authenticity of the place regarding the historic event). After receiving prior information, participants had to indicate their emotional valence and arousal. They were then shown a set of photographs related to the relevant historical period or to another unrelated period in randomized order and, after a filler task, were given a memory test of the photographs. Afterwards, participants rated the study room regarding its valence and evoking arousal. It was found that awareness of being at an authentic place had a negative effect on personal mood. Furthermore, the site itself was perceived less positively when participants were aware of its NS history. However, no differences in memory performance of relevant photos were found due to history awareness. The findings indicate that being at an authentic historic place does not necessarily imply a better acquisition of relevant historical knowledge.

Background: As a psychological construct, inspiration has not received extensive examination in the outdoor literature. Inspiration can be characterized in terms of evocation, motivation, and transcendence. Purpose: This qualitative study explored the experience of inspiration in response to natural landscapes utilizing Bergson's qualitative multiplicity, the experience of co-occurring heterogeneous elements. Methodology/Approach: Survey respondents participated in a traveling field course visiting 19 U.S. National Parks in 2015 (n = 15, 26 days) and 14 parks in 2017 (n = 15, 18 days). Respondents described inspirational experiences in each park. Findings/Conclusions: Qualitative analysis of responses revealed a characteristic pattern: landscape features, landscape qualities, and affective responses. Participants cited vertical features, vastness, and beauty as triggers of inspiration, and characterized inspiration in terms of awe, wonder, and sublimity. Implications: This study describes inspiration in the outdoors, with implications for planning direct experiences of natural landscapes to maximize inspiration.

The Roman Empire covered a large area, including parts of present-day Hungary. There are many still visible remains in the landscape or in museums. In addition to written sources, there are monuments ranging from objects to architecture, pictures and sculptures. This makes it possible to question and compare the significance of the individual sources. In addition, there is the interdisciplinarity, for many insights are only gained by applying scientific but also linguistic and other reference disciplines. Many things from Roman antiquity seem familiar to us at first glance, especially when it comes to concepts such as the state and the republic, but also to things of everyday life. But on closer inspection, the familiarity disappears when it comes to social rules, behaviour and norms. Therefore, there are lots of opportunities to interest and motivate pupils of different ages to learn about history. Selected examples will show how attractive the Roman period in Hungary can be for pupils.

Around the western world various activist groups confront controversial monuments and other mnemonic infrastructures of historical culture representing contested histories and equally contested visions of the future. This article presents an original model for analyzing controversial issues of commemoration in the context of history education. Relying on the theory of historical consciousness, it first presents monuments as a distinctive type of mnemonic infrastructures of historical culture. It then delineates a conceptual model for making sense of various "types" or ways of engaging with these infrastructures: preservational, analytical, hypercritical, and reflexive. These ways of engaging are then analyzed in reference to four competencies of historical consciousness in relation to Jörn Rüsen's recognized typology (inquiry, historical thinking, orientation, and narrative). The article explains how this new model can be transposed to the context of education so as to help students analyze past and current memorial controversies and ultimately develop more complex ways of engaging with mnemonic infrastructure in society.

The study aimed to reveal the effectiveness of virtual tours to the archaeological sites in Al-Ahsa in developing historical concepts among kindergarten children and to identify the differences between males and females in acquiring historical concepts. To achieve these objectives, a quasi-experimental approach based on one group design was used. The sample of the study consisted of (30) boys and girls between the ages of (5-6) years in the third level in the kindergarten attached to the third elementary school for early childhood in Hofuf in Al-Ahsa Governorate. The pictured historical concepts test was applied after calculating the coefficients of validity and reliability, and virtual tours to the archaeological sites in Al-Ahsa were applied. They included Al-Qarah Mountain, Suq Al-Qaysariyya, Ibrahim Palace, Jawatha Mosque, Al-Amiriya School, Al-Bay'ah House, Al-Uqair Port, and Al-Asfaar Lake in the experimental group. The results showed statistically significant differences at (0.05) between the means of the scores of the experimental group in the pre-and post-applications in the pictured test of historical concepts in favor of the post-application. Also, there was an effect size of virtual tours to archaeological sites on the development of historical concepts among kindergarten children. In addition, the results showed no statistically significant differences at (0.05) between the means of the scores of males and females in the historical concepts test pictured in the post application. The study recommended the inclusion of virtual tours and historical concepts in the self-learning curriculum for kindergarten.

Augmented Reality (AR) is defined as an imaginal technology that integrates virtual technology into its surroundings. Today, very few mobile applications provided information either on religious tourism destinations or tourist attractions in Thailand. Hence, it is crucial to develop a digital medium to ease concerns. A collection of different multimedia content forms; images, 3D, text, video, and audio, will display information on an AR application for Pong Sanuk Temple. Five items of content analysis and three items of application performance assessment evaluated by expertise are more than 4.5 scores. Thirty visitors contributed 4.56 ± 0.50 scores of user experience analysis. As the results, the developed AR application for Pong Sanuk Temple is to be used as the medium for cultural heritage preservation as well as to be an innovative idea that provides an immersive experience to visitors, allowing them to learn more about the Thai Buddhist Temple's culture and history.

Technology in learning has a very important role. The history learning process will take place effectively with the use of technology. The limitation of learning resources in prehistoric learning is a problem that must be solved. This is the reason for developing a learning model based on roaming historical sites virtually, without having to go directly to the location. This is considered effective considering the remote location of the site, the lack of historical teaching aids, and the lack of analytical knowledge of students and teachers. The area that stores the location of historic sites in prehistoric times is in the province of South Kalimantan, where this province stores dozens of prehistoric sites that require conservation efforts, and the form of preservation is through education by digitizing sites with learning technology. This research uses development research with stages: analysis, design, development, implementation, evaluation (ADDIE). In this study developing a learning model that combines discovery learning with Jaraskala which is assisted by Petersphere media. The findings of this study include two things, first regarding prehistoric data in South Kalimantan, the second is the design of a history learning model using technology-based sites.

The National Memorial for Peace and Justice (NMPJ) opened in Montgomery, Alabama, on April 26, 2018. The memorial provides a sacred site where people can gather and reflect on America's history of racial injustice and represents an essential milestone in the ongoing process of racial reckoning in the United States. As Alabama has historically been a crucible for change in the fight for racial justice, it serves as a poignant site for this ongoing effort. Martin Luther King, Jr.'s observation that Montgomery, once the "Cradle of the Confederacy," was transforming into the "cradle of freedom and justice" reflects the city's continuing metamorphosis (King, 1998, p. 62). Against this backdrop, this article delves into the complex interplay of Confederate monuments, countermonuments, and public art, exploring how certain symbols shape narratives, perpetuate systemic racism, and become focal points in the ongoing struggle for justice. Additionally, this article further examines historical myths, educational narratives, and the intersection of art and activism, ultimately converging on the NMPJ as a transformative symbol and a beacon for a more equitable future.

This article examines the ways teachers, students, and teacher educators interacted in a unit around Christopher Columbus and other historical figures that have been given places of privilege within the dominant society. The authors trace how color-evasiveness and explicit engagement with race in the classroom intermingle with the implementation of a Youth Participatory Action Research (YPAR) project. Findings reveal that differences in teacher comfort discussing race shaped how students imagined monuments that might take the place of a local statue of Christopher Columbus to represent community values and needs. This study contributes to the body of scholarship about using YPAR as part of a larger endeavor to sustain inclusive learning environments where teachers teach about race and racism in their middle school classrooms.

Educational visits to historical sites related to the Holocaust face significant constraints: Groups have limited time to see the site; guides are meeting students for the first time; they do not know them or what preparation (if any) students have had. Teachers and students expect guides to share their expertise, show them the most important parts of the site, and relate the historical narrative. Guides, similarly, often feel a tremendous responsibility to share their knowledge and impart meaning, perhaps even more so in the case of the Holocaust. All of these factors can lead to highly guide-centered tours and very passive participants. We, the authors, argue that this approach disempowers the learner and may miss opportunities for deeper engagement. Therefore, we propose a more participant-centered approach based on social constructivist pedagogy that encourages deep conversations about ethical issues and in which students are more actively involved in their own meaning-making.

The work reported in this article explores stone knapping learning processes through the study of a Late Upper Palaeolithic workshop in the Italian Alps, so as to contribute to the framework of today's debate on social learning. Social learning is an essential process for human evolution as it fosters the development of brain districts, the building of knowledge and the acquisition of new skills. Results suggest that knapping learning was likely a structured activity at the site. Moreover, this analysis helped the reconstruction of the social organisation and composition of this past group of hunter-gatherers.

This pioneering study investigates the transformative shift in the nature of education during the Neolithic revolution, utilising Göbekli Tepe's role as an archaic open school that attested to this change. This exploration is underpinned by the premise that "if education is a process of acculturation, its origins must be sought in the cultural revolution of humans." Beyond the conceptual boundaries of the dominant western ontology, the open schooling role of Göbekli Tepe considers indigenous social ontology. In this study, the educational role of Göbekli Tepe has been examined in the symbolism of local culture, its special pilgrimage and storytelling traditions. This study hypothesises that Göbekli Tepe is an archaic open school that was a testament to the cultural revolution of humans.

An educational museum is an active learning environment created for students' participation (art, music, and drama) to learn by doing and experiencing, and didactic knowledge. This research seeks to determine the effect of the Storyline Method on students' perceptions and interpretations of historical artifacts through museum education. This research applied the phenomenology design as one of the qualitative methods, consisting of first-year students (20) in a public school in Istanbul. The students were trained for a total of 15 hours, 5 hours a week, on museum education with the Storyline Method. The research data consisted of interviews with children, pictures made by children, and diaries written by them. The collected data were analyzed using the descriptive analysis method. The research results found that the method of storyline positively affected the students' perceptions of historical artifacts. Also, as a result of the interviews of the students and their drawings, there was a positive change in students' perceptions of the importance and preservation of historical artifacts. In addition, as a result of the Storyline Method, the students had "happiness, excitement, sightseeing" feelings and thoughts about historical works.

In this article, I provide a critical reading of the now-removed statue of Sir John A. Macdonald in Charlottetown, Prince Edward Island, Canada. I bring together my own experience visiting the statue with understandings from Indigenous scholarship and public pedagogy theorizing to think about commemorations as public pedagogies that are foremost relational. I consider how the Macdonald statue works narratively, discursively, and as a site of embodied encounter to create a harmful relationality. Thinking relationally, and pedagogically, about colonial statues suggests possibilities not only for understanding how these commemorative practices produce bad relations but also for envisioning and enacting good relations.

In 1999, Bruce Uhrmacher developed an analytical framework to promote the study of monuments. The framework introduced three points of analysis: (1) an analysis of referent, (2) an analysis of design, and (3) an analysis of reception. This framework focused on developing a curriculum that supported a critical, interdisciplinary study of monuments. In this paper, the authors review and reshape the previous framework, with attention on the aims of the framework (its strengths and gaps), and the role of social justice, in the wake of current events. This paper also presents a multilayered engagement with Eisnerian curriculum theory, while expanding the analytical frame to incorporate other education theorists in ways that extend the ideas into the present-day, when monuments have come to the fore of the public consciousness and debate.

It was purposed in this study to reveal the trend in the relevant field by making a bibliometric evaluation of the educational research articles published on botanic gardens, national parks, and natural monuments in the Web of Science (WoS) database. Within the scope of quantitative methodology, the bibliometrics was applied in the study. The data were taken from the WoS database generated by Clarivate Analytics. The study data covered the years between 1975 and 2020. Bibliometric analysis techniques were used in the analysis of the data. 44,138 records related to the study subject were obtained in the WoS database, and 98 of them were determined in the category of educational research. Analyses were conducted on 58 articles in the category of educational research. As a result of the analyses, it was observed that half of the articles were published in the last 5 years. It was also concluded that the publication language of the articles was predominantly English and that the researchers working in the United States provided the highest contribution to the related literature by producing 20 articles. In addition, it was determined that the most effective journals related to the study subject were "Environmental Education Research" and "Journal of Environmental Education". A total of 180 different keywords were included in the analyzed articles, and the most used ones were "environmental education" and "botanic garden". It was also concluded that 1885 different publications, 1596 authors, and 1309 sources were cited in the articles examined within this research. The articles in the WoS database were examined in this study, and it is important to carry out similar studies in different publication types and databases in terms of revealing the trend in this subject.

The William Penn Foundation launched Philadelphia's Informal Learning Initiative (ILI) to support the development of literacy-rich programming for families with children aged 3 to 9. The initiative was designed as a network of partnerships in which a cultural organization--usually a museum--paired with one or more, community-based organizations (CBOs) to design literacy-rich informal learning experiences for caregivers and children. The initiative involved 11 cultural partners and 15 CBOs. Programs exposed three- to nine-year-old children and their families to literacy practices in the context of original artwork, live animals, science experiments, natural settings, new foods, and cultural or historical sites. Programming was delivered at no cost to families, often in community settings such as recreation centers or school auditoriums. Convenient times and locations, as well as snack or meal options, supported family participation, as did book giveaways, take-home activity packs, and special museum visits. As the evaluation team for ILI, the authors structured their work to support the development of a networked community of practice, collecting data for improvement and exploring the best ways to measure impact across projects. They used a structured observation protocol and CBO staff- and educator-conducted interviews with children and caregivers in their programs to determine ILI programming's impactfulness. The study aimed to examine how museums can connect to collective impact efforts in literacy and how informal learning programs can be reoriented to better respond to community needs. Findings from the study and recommendations for museum-CBO partnerships are discussed.

Through the lens of English as an International Language (EIL), this study investigates experience and linguistic challenges university students and tour guides in Thailand have when hosting foreign visitors, and how those challenges can be addressed in classroom activities. A questionnaire was distributed to 113 university students and 70 tour guides. Additionally, interviews with seven students and two tour guides were employed for data triangulation. It was found that the participants most frequently took visitors to historical places and had problems with specialized vocabulary and Thai culture-specific words. Visitors' accent also hindered the success in hosting visitors. A two-hour session incorporating EIL tenets of communication strategies and inter-cultural sensitivity that addressed vocabulary problems was implemented with 26 students. This study is hoped to provide insights into real experience and commonly found linguistic problems for visitor hosts. This can lead to informed decision of English for Tourism course designers and teachers.

On a fall Thursday afternoon, the author sat with students, who were preservice social studies teachers, and discussed approaches to teaching slavery to high school students. As the discussion continued, the author began to ask about their experiences learning about the institution of chattel slavery in the United States South. During this conversation the author formed questions about plantation field trips: What do students experience on plantation field trips? Did students leave these field trips with a greater understanding of how the institution of slavery laid the foundation for contemporary racial disparities and hierarchies? How did Black students experience these field trips? As a descendant of enslaved Africans who grew up in a large metropolitan area in the South, the author had never visited a plantation, and had never been interested in doing so. The author immediately began to think about Black students who attended these field trips with their White classmates. More than a century and a half after the end of the Civil War, dozens of plantations in South Carolina are still available for tourists to visit. While the author knew that the best way to answer this flood of questions would involve taking students to visit a plantation, the author also understood there to be a great possibility that such sites could cause harm to students. For this reason, the author decided to visit Magnolia Plantation and Gardens, which claims to be the most visited plantation in South Carolina, alone. Using racial literacy as a conceptual framework for this autoethnographic study, the author embarked on this plantation visit wondering about the possibilities for visitors gaining a sense of racial literacy upon their visits to this former rice plantation.

"After the death of the last witnesses the memory of the Holocaust must not be left to historians alone, now is the time for works of art" Aharon Appelfeld. This study focuses on the role and contribution of monuments to educating about Holocaust commemoration in Israel. Holocaust monuments are located throughout Israel, from north to south, and over the years memorial centers have been added, which contain additional monuments commemorating the story of the specific place and/or personal stories. Many of the latter have original displays from the period of the Holocaust and, according to definitions that will be presented below, these too can be defined as "monuments" and their place as a commemorative site. Commemoration of the Holocaust is an important value in the education of the young generation, as a lesson and as a call to always remember that which happened. The educational system has a very significant role in providing instruction on the memory of the Holocaust and it must teach this complex topic using interesting visual means such as monuments, which have a meaningful role in the story of the Holocaust, similar to journals, letters, films, and drawings. The study explores the role of monuments as meaningful, reliable, and historically valid sources of information, which serve as a visual text for Holocaust instruction. This is with the purpose of examining the meaning of monuments as a source of information in learning about the Holocaust. The research method: Qualitative research based on observations of a case study consisting of an educational program dealing with remembrance based on monuments and on a catalogue of monuments. The catalogue, built specifically for this study, is unique in its scope and categorizes and charts monuments from different locations throughout Israel, providing a venue for educational activities studying the memory of the Holocaust and its commemoration. The research findings show that there is at present no organized study program encouraging schoolchildren's visits to monuments in Israel, and these remain abandoned, with no visitors. In many cases they are displayed in open public spaces, and those passing by do not stop to learn their story. Hence, the contribution of the educational program based on the catalogue and on the visit to the monuments will have an effect on all learners, encouraging learning based on experience, i.e., learning outside the classroom. The program blurs the distinction between social classes and sectors and lets each and every student embark on a journey that includes touring, learning, experiencing, and leading.

The present study aimed to determine the cultural heritage elements in the social studies course curriculum in Turkey and the awareness of the middle school students about cultural heritage. In the study, the case study approach, a qualitative research design, was adopted. The study group was assigned with criterion sampling method, a purposive sampling approach. The study findings demonstrated that the cultural heritage elements were prominent in 4th grade and 5th grade curricula, respectively, and the least prominent in 6th and 7th grade curricula based on the social studies course curriculum achievements in Turkey. The middle school students associated cultural heritage with historical buildings the most in the physical historical heritage category and customs and traditions in the non-physical historical heritage category. Students mostly considered mosques as physical cultural heritage elements, followed by palaces, towers, castles, madrasahs, bridges, historical buildings, historical places, fountains, and customs and traditions, traditional dishes, oral traditions, performance arts, and crafts as non-physical cultural heritage elements. Students mostly reported that cultural heritage was important since it was inherited from ancestors, it allows us to learn the past events, it reflects us, not to forget the old times, it is our culture, it is our history, for the perpetuity of our state, to learn about past lessons, and they stated that the cultural heritage should be preserved by state protection, followed by allowing it to live on, raising awareness, claiming it as a heritage, remembering, warning, and punishment, respectively.

Local literacy could be defined as a process of gaining skills for the recognition of local assets, historical sites, places and literary works, which are important for countries in a national and spiritual sense (historical, cultural, touristic, economic, etc.) in the areas where citizens live, being aware of the basic characteristics of the local habitat, and when necessary, reporting the gained knowledge and skills to other people through presentations appropriately prepared (Güven, 2019). This conceptual article discusses opinions and suggestions about the introduction of local literacy skills, which are considered very necessary and profitable for local governments, education and training institutions. It also discusses the contributions provided with the gain of local literacy skills to local governments. The article presents ways in which students can be supported to learn about and adopt the material and spiritual items with a certain value, the individuals and institutions that provide community benefits, sites, natural resources, and the richness around them. Local governments are also provided with some considerations and suggestions about local literacy, which is considered necessary for local governments, and their contributions to local governments as an incentive to invest. [This paper was presented as a research paper at the International Congress on Organisational Management (2020).]

The aim of this article is to problematise the use of visits to heritage sites in history education in primary school. The empirical basis is a questionnaire and interviews with teachers in Sweden. Theoretically, the perspective is linked to the discussion of affective practices. The results show the connection that some, but not all, teachers recognise between different forms of historical knowledge. According to these teachers, visits to heritage sites activate the sensory experiences of the pupils, which has a positive impact on the pupils' learning. Two ideal approaches can be discerned when it comes to the use of visits to heritage sites in history education. Such visits form either a teacher-driven, integral part of the education, or the teacher assigns the display of the site to local guides. The two approaches can be related to the history subject that appears in education, although this is ultimately determined by the educational setting.

As a social sciences methods professor, I face a growing concern over preparing Teacher Candidates (TC) for an ever-divided political system. The purpose of this study was to create and use primary source reading techniques regarding modern controversial issues. As educators, it is clear that the divide from political allegiance is hard to separate from our personal identities or political affiliations. We know from this study that this is a difficult but necessary process for future teachers to explore.

This article is based on a bibliographical data set of over 2,600 history textbooks from the post-1945 Soviet Union and eleven out of its fifteen successor states, including books on international, national, and regional or local history. Among these, it analyzes the illustrations used in 450 books that cover the period of the Second World War. Arguing against a reduction of history-related visuals to a "narrative," this article seeks to contribute to analyzing the visual grammar of history textbooks. It does so by drawing on notions of familiarity developed in French pragmatic sociology and identifies visual techniques used to make pupils approach war memorials in a mode of familiarity rather than critical analysis. Decontextualized presentations of monuments located outside the former Soviet Union turn them into timeless icons experienced via familiarity-as-recognition; monuments shown with surrounding landscapes or on maps turn them into intimately known markers of a Sovietized local identity.

This paper reports on a project designed to promote the understanding of the World Heritage site of Old Rauma, Finland, with the help of craft activities. Through fieldwork and an analysis of the data collected from two craft interventions, the paper examines how craft making can serve as a medium to celebrate a sense of place and inspire people to deliberate the role that heritage occupies in their everyday lives. Based on the study, it can be concluded that attention needs to be placed on the teaching and learning of creative practices in order to contribute to the makers' perceptions of placeness and to sustain local development as well as to promote heritage in a historical town.

This paper aims to raise awareness of the relevance of the philosophy of Charlotte Mason to primary school education today. First a biography of Mason, tracing her development from an orphaned pupil apprentice to an internationally influential figure, puts her philosophy in context. This is followed by an overview of her philosophy, with a focus on outdoor learning and on learning in history. Then three case studies of outdoor history investigations are analysed to explore the ways in which they reflect both the English National Curriculum and Mason's philosophy. First, eight-nine-year-old children visit Stone Age sites, then five-to-seven-year-olds visit a medieval castle and finally a group of primary school teachers investigate a seventeenth-century farmhouse during a residential weekend. The paper explores how Mason's philosophy and practice can enrich the teaching of history within contexts of the English Curriculum.

Visitation to some of the most popular national parks in the United States has surged in recent years, but in many national park units, attendance has declined even as the U.S. population increases. Changing demographics, patterns of visitation, maintenance needs, and inconsistent federal support raise questions about national parks' relevance to younger generations. In particular, the attitudes of the U.S. Millennial generation are a key concern for park managers and supporters. We evaluate the views of a sample of Millennials toward America's national parks and find that many lack basic knowledge about national parks, yet still say they value and appreciate the national park system. Land managers should respond to knowledge gaps of Millennials and pursue outreach that strategically consolidates the support of this and younger generations for a national parks system that is expected to provide ecological and cultural benefits for current and future generations.

Although memory sites and formal schooling both serve as battlegrounds for postconflict disputes over memory, there is a dearth of research that examines the connection between the two. This article draws on the case of Colombia to explore the use of memory sites, such as museums and memorials, as pedagogical tools in education for peace building. Through observations of school visits to the Centro de Memoria, Paz y Reconciliación (Center for Memory, Peace, and Reconciliation) and interviews with students, I highlight the potential that memory sites have for establishing a sense of closeness in students' understanding of conflict. I conceptualize closeness across three axes: familiarity, temporality, and spatiality. In bringing students closer to the history of the armed conflict, memory sites hold the potential to transmit a sense of responsibility toward peace building. This research adds to our understanding of the construction, transmission, and contestation of collective memories of violence.

Drawing on Kucher's (2021) framework on digital game-based learning (DGBL), this paper introduces the development of game-based scenarios in two culturally distinctive and salient heritage sites in Cyprus and Sweden, the Neolithic village of Choirokoitia and the Iron Age Ringfort of Sandby Borg. The aim was to implement Kucher's (2021) five proposed principles and digital storytelling as a framework for the development of game-based Augmented Reality (AR) scenarios to promote exploration, understanding, collaboration, and learning on culturally important sites and guide users in becoming acquainted with cultural artifacts that reflect on cultural values, practices, and norms of that era. Using a bottom-up approach in the design and development process, the two case studies were designed to promote interactive and immersive learning experiences entrenched in problem-solving activities, constructive evaluative feedback, and enact opportunities for flexibility in exploration. To achieve this goal, an introductory scene and three subsequent AR game-based scenarios were developed for Choirokoitia, and an introductory scene and three subsequent AR game-based scenarios for Sandby Borg.

This essay considers how everyday citizens use counterstorytelling as a persuasive tactic in sites of ordinary democracy like public hearings. Specifically, we examine the counterstories and stock stories shared during a public hearing held in Isle of Wight County, Virginia to determine the future of a confederate monument that stood in front of the county's courthouse. By focusing closely on one particular counterstory, this essay considers counter storytelling as a form of racial countermemory that challenges dominant narratives by centralizing social justice and anti-racism. The authors aim to contribute to understandings of storytelling and its role within sites of participatory democracy, particularly concerning debates over contested memory objects.

While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will delve into three potential educational spaces--memorials, museums, and libraries--that are commonly found in Western democracies. We will explore the significance and scope of each of these spaces and discuss their respective ethical, political, and aesthetic responsibilities. Additionally, we will examine how they possess agency and can influence the educational process, recognizing that even non-human entities, such as nature itself, can play an important role in shaping our understanding of civic education.

In the United States of America, democratic education has evolved philosophically over 200 years from Jeffersonian ideas of educated citizenry to Deweyan principles of democracy as a "mode of associated living." In contemporary society, Dianna Hess has written about democratic education as a process of deliberative democracy. Yet the idea of democratic education remains challenging to implement in actual classrooms. In this article, we focus on one teacher's practice of introducing the topic of Confederate monuments in a Georgia history classroom. Then, we explore how philosophical theories of democratic education help teachers guide students as they encounter controversial issues. Although democracy is viewed by contemporary philosophers of education as a social construct that must be cared for primarily by educators, placing the responsibility for democracy solely on teachers through democratic classroom practices is unrealistic. However, by implementing democratic pedagogies to foster active student decision-making and deliberative skills in a respectful environment that values diversity, students and teachers can embark on a mode of associated living that values democracy. We conclude with recommendations to assist teachers who want to practice democratic education.

The objectives of this research are, first, to find mobile technology--informed ways of designing inquiry-based fieldwork, in support of students' inquiry processes and, second, to evaluate how a technology-integrated fieldwork project can affect students' knowledge and experience. In order to achieve these objectives, the study adopted a set of core design principles and guidelines for the creation of inquiry-based fieldwork projects, detailing tips and an example (i.e., the Yangdong Village Project) of these principles and guidelines' application. In addition, this study used a questionnaire to determine the influence of the project on students' understanding of the investigation area and their inquiry-related behaviors. It also analyzed conversation between students, to examine how students' learning processes are supported in fieldwork through use of mobile technology. A total of 86 high school students (ages 17-18), from four schools located in the Seoul metropolitan area, participated in the project. The results of the analyses showed that participation in the project helped students become better informed about the area they investigated. While they were conducting the field tasks, they showed more inquiry-driven behaviors, such as being more active and adventurous, more talkative, and more responsible (88.7%). Technological support for the process of field inquiry was prominent in three situations: location identification, data capture, and monitoring. The functionalities of mobile technology that students used during the field inquiry would reflect not only the characteristics of the task, but also the types of mobile technology involved in the project.

It is the responsibility of every individual to ensure the continuity of the cultural assets and values that societies have. One of the important components in the protection of cultural heritage is awareness. In this study, it is aimed to determine the perception and awareness of the students taking geography undergraduate education towards the universal cultural heritage values and assets of Turkey. For this reason, case studies have been conducted. The study, a quantitative researches, was fictionalized in a survey design and conducted with 204 students. The data were collected using a form of 35 open-and closed-ended questions developed by the researcher that determine the awareness of Turkey's cultural assets and values. In general, the perception and awareness of our cultural heritage values and assets, which are tangible and non-tangible, were found to be moderate. In line with the findings, it is proposed to plan detailed studies on raising the cultural heritage awareness levels of the students, to place more emphasis on the subject in the courses, and to organize curriculum programs for this area.

This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book "ReLearn" (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.

The purpose of this study is to determine the opinions of primary school teachers regarding the history subjects found in the primary school 4th grade coursework in scope of the year 2018 Social Studies Course Curriculum. The study utilized survey technique in a qualitative research paradigm. Data were gathered through interviews and document analysis technique. The study group for the study comprised of 20 teachers working in Ankara and Izmir who participated in the study on voluntary basis. The descriptive analysis method was used for analysis of the data, and data presentation was based on frequencies and percentages. Results showed that 1) the history subjects in the Social Studies curriculum are insufficient in relevance to purposes of the course and in regard of achievement of gains, 2) the subjects fail to endear history courses to the student and 3) the time allotted for history subjects in the curriculum is insufficient. It was concluded that the methods and techniques recommended for history teaching are insufficient, that teachers face significant difficulties in teaching history subjects, that the subjects are not qualified to create an awareness of history in students, and that while the history subjects defined under curriculum gains are congruent with the values, qualifications and basic abilities defined in the curriculum, the coherence between the subjects and targeted gains should be improved. In regard of improvement of history lessons the teachers recommend use of visuals, organization of research and study trips to historic locations, objectification of abstract contents to render them more compatible for the level of children, to include less gains and more activities, and to provide teachers with seminars regarding history teaching and teaching methods.

The objectives of this research are to analyze the implementation of social science education learning and the construction of students' knowledge after participating in social science education learning activities using cultural eco-literacy approach. This research is a qualitative approach using a case study design, that focuses on analyzing curriculum content, learning activity, methods, and learning outcomes. This research involves 40 students and 4 teachers in social science education learning. Data were analyzed using Critical Discourse Analysis and Cultural Content Analysis. The important findings found in this research are 1) social science education learning is able to accommodate the importance of historical heritage preservation, which was originally considered as the weakness in social science curriculum content. Curriculum content strengthened by cultural eco-literacy and carried out using Direct Instruction Model leads to the dialogic social science education learning in the formation of students' knowledge related to cultural environment preservation. The results of learning showed that cultural eco-literacy approach works successfully and is compatible with new curriculum content in social science education learning; and 2) social science education learning which places eco-literacy as education successfully shapes students' understanding concerning representation, relation, and identity of historical heritage preservation. Students are able to think analytically and see critically that cultural environment preservation is everyone's responsibility that can be conducted collectively. It indicates the advanced thoughts about the impact of eco-literacy activity. The conclusion of this research is that eco-literacy as curriculum content, educational rationale, and learning activity has successfully led to more progressive learning in achieving the purpose of the formation of cultural environment preservation thought.

We encounter information about the past in everyday life through films, books and complex historical sources -- such as historic sites or eyewitness accounts. Investigations of how visitors and learners engage with these complex historical sources have mainly focused on the 'something special' of the encounter on the one hand and on the clear cognitive engagement on the other. Yet, we know little about what and how learners and visitors learn from these complex historical sources and the resultant historical experiences. However, it is an important precondition for further theoretical and empirical research to fully understand these experiences. This article takes the first step in building an integrated model to understand from a situated embodied perspective the "historical experiences" derived from encounters with complex historical sources. Drawing on German-and English-language literature across related disciplines, we conceptualized the experience within an interplay of cognitive, affective and physical engagement. Within these dimensions, we identified responses that indicate the different elements of the historical experience and discuss limitations and avenues for further research.

The Ed.D. program in Heritage Leadership for Sustainability, Social Justice, and Participatory Culture at the University of Missouri--St. Louis helps students cultivate the mindsets and skill sets required to sustain, pluralize, and enliven heritage in the public sphere. Although the program primarily meets synchronously online, the January 2020 "Wintercession" field trip to heritage sites in Montgomery, Alabama, provided an opportunity for face-to-face interactions, deep conversation, and reflection. Curricular, conversational, and collaborative inquiry deepened awareness and activated activism toward issues of racial justice. The use of high-impact practices (Kuh, 2008) allowed the cohort and faculty mentors to delve further into heritage leadership themes, including: confronting difficult emotions, recognizing sanctified space, facilitating group bonding and trust building, identifying models for activism, and moving forward in activism. We argue that the emergence of these themes demonstrates the value of immersing students and faculty in a shared, high-impact experience that focused on awareness, remembering, and wondering--the process of imagining the not yet (Keenan-Lechel et al., 2019)--as a means to "activate activism" in a cohort-based Ed.D. program.

As Americans contend with the question of which statues and markers belong (or don't) on public land, government leaders, civic groups, and citizens must be prepared to engage these conversations and answer a range of related questions. In this article, the authors view arguments over public statues--statues of persons that reside on public lands--as opportunities to develop students' historical thinking and civic capacity. The authors extend relevant ideas from previously published articles but with an emphasis on the historical reasoning skills and classroom practices required to engage in meaningful discourse about public statues. The authors distinguish history from heritage and outline a method for classroom-based inquiry. They provide example resources and a graphic organizer to help teachers envision similar historical inquiries that align with the C3 Framework's Dimensions 2 and 3. While the focus is exclusively on public statues of historical people, many of the considerations also apply to monuments of events (e.g., battles) or ideas (e.g., religious symbolism).

The aim of this study was to determine the effects of recreational activities and sports on the quality of life of the mothers of autistic children. The population of this study is the mothers of autistic children living in Isparta. A total of twenty (20) mothers were chosen using random sampling method and split into control and application groups with equal number of samples (10). Mothers in the application group attended a fifteen (15) days program with 8 hours of specially planned activities per day. The activities consisted of nature walks, trips to historical and artistic sites and social tours (zoo, historical ruins, picnic etc.) as well as sportive activities (swimming). WHOQOL-BREF (TR) Quaility of Life Assessment Instrument was used as a pre-test before the study and as a post-test after the study for evaluating the results of the study. Results were analyzed using SPSS statistical analysis software. Mean rank differences of independent variables between groups and mean differences within groups were compared using a non-parametric test. The alpha level for Type 1 errors was 0.05 (a=0.05). The results revealed a statistically significant difference between the mothers of autistic children in the control and the application groups and the quality of life of the mothers in the application group increased (p<0.05). There was no significant difference in quality of life of the mothers in the control group (p>0.05). Therefore, specially planned recreational and sportive activities improved the quality of life of the mothers with autistic children. The fact that no significant difference was observed in the control group can be due to the community of the mothers' daily workload.

One of the most complex topics in Geography is linked to cultural landscapes. Although this concept has aroused the interest of scholars from different nations and the bibliography is diverse, among students there are still uncertainties concerning the meaning of cultural landscapes. Thus, at the Faculty of Geography, Babes-Bolyai University, in Cluj-Napoca, Regional Planning and Development M.Sc. programme, the students had in their first semester a discipline named Cultural Landscapes, which provided the theoretical background using international references. For assessment, students were asked to transfer their knowledge into practice by realising a postcard with cultural landscapes of Cluj-Napoca city. This paper analyses the process of learning during solving the task, presenting firstly different views about cultural landscapes in geographical literature. The methodology used comprises the analysis of the process of learning, starting from discussions on the theory and going to the presentation of the task, the evaluation and the actual process of making the postcards undertook by the students. There were eight postcards realised in pairs which were assessed using an especially designed grid. The whole activity carried out by the students was analysed from a didactic point of view. It is demonstrated that, being helped by theoretical discussions during the courses, the students managed to understand the cultural landscape and, moreover, to put into practice what they had learned. Thus, they managed to achieve a different perspective for some familiar landscapes from the city, in which they had lived for about three years. This learning activity actually put the theoretical frame into another light and so the students had become more aware of the meaning of cultural landscapes by experiencing them on their own.

Sacred places hold immense significance in Navajo traditions and communities, playing a vital role in cultural preservation and spiritual practices. These sacred sites are deeply intertwined with the Navajo way of life, serving as focal points for ceremonies, rituals, and connections to the spiritual world. The Navajo people revere various sacred mountains, rivers, offering sites, and landscapes as traditional cultural properties (TCPs), recognizing them as essential for the well-being of the community. Despite their cultural and spiritual importance, sacred sites within the Navajo Nation and other Native nations face significant challenges. Urbanization, resource exploitation, and other forms of development have encroached upon these sacred places, limiting access and disrupting the traditional practices and rituals that have sustained the Navajo people for generations (Barclay & Steele, 2021; Advisory Council, 2015). Navajo Technical University (NTU) has taken a proactive approach to address these challenges, incorporating the preservation of sacred sites into its curricular and research initiatives (Vandever, 2020). Through interdisciplinary collaborations and the integration of traditional Navajo knowledge, NTU is educating students and the broader community about the significance of these sacred places while also developing innovative solutions to safeguard them.

This report introduces a two-week workshop on web coding and environmental sustainability at a school for girls in Northeastern India. Our discussion of this teaching project reviews issues that shaped the project's development, outlines resources required for implementation, and summarizes the workshop's curriculum. High-speed Internet will soon arrive in the region of this recently recognized UNESCO World Heritage Site. We believe that the training of girls in particular could help redistribute power and resources in regions where women are often poorer, less educated, and excluded from decision-making in institutional and public contexts. Relatively few code-teaching projects have grappled with the difficulty of working in offline environments at the "edge of the Internet," and yet moving skills and knowledge into these regions before the Internet becomes widely accessible might help mitigate some of the web's worst impacts on equity and justice.

The aim of this study is to determine the usefulness of the teaching activities prepared for effective utilization of museums and historical places in the context of grade seven social studies teaching to increase the efficiency of teaching-learning processes. Designed as an action research, the current study includes 34 learning activities to be used in nine different venues. These activities implemented with the participation of 36 pupils in a public secondary school located in Manisa, Turkey to be used before the visits at school, during the museum or historic site visits and after the visits. Observations (researcher's journal, field notes, and video recordings), interviews (focus group and individual) and document analysis (student diaries, their portfolios and activities) were used as means of data collection. Content analysis has been conducted to analyze the data obtained through observation and interviews, while document analysis has been conducted on student products. The results of the research indicated that the implementation of the developed activities had positive outcomes in many respects. As a result of the implementation processes, the students have gained historical knowledge, developed historical and local awareness about Manisa, and understood the importance of historical and cultural values by means of comparing the past and present. Additionally, they have gained consciousness to protect and preserve the historical and cultural sites/artifacts. In terms of their social and emotional development, the participating students have developed friendship relations, group work competencies and empathy skills.

The cultural elements are significant for native language teaching, so it is unavoidable that the Turkish textbooks include cultural elements. The aim of the research is to determine the presence of intangible cultural heritage elements in the visual materials (painting, photography etc.) in the secondary school 6th grade Turkish language textbook, and to examine the distribution of them according to their types. As a consequence of the study, 277 visual materials were determined as 125 photos, 98 digital drawings, 23 drawing, 15 illustrations, 4 banners, 3 table, 2 brochure, 2 graphics, and 2 sketches. Visuals that have intangible cultural heritage elements are found in photos which are Turkish coffee, Turkish delight, kemenche, horon, Mardin, Zeibek traditional, Palace of Ishak Pasha, tarhana soup, the making of tarhana, weaving, javelin game; digital drawings which are Nasreddin Hodja, Karagöz and shadow puppetry and drawings that are Chinese whispers, handkerchief game, kissing someone's hand. Gender apartheid or violent elements has not been detected in the visuals and they are appropriate for the grade level and text content. The visuals have properties of enhancing aesthetic sensitivity; however, the drawings are incomplete in terms of facial expression and emotion.