Hybrid Educational Methodology for the Cognitive Domain of Built Heritage Protection Interconnecting Secondary with Tertiary Level Education

Agoritsa Konstanti, Antonia Moropoulou

Abstract


In the present work, a hybrid educational methodology has been developed for approaching the cognitive domain of Built Heritage Protection in an interdisciplinary and integrated way. This domain was selected as a pilot one, presenting various remarkable characteristics, such as bringing together STEM subjects with social and human sciences, proving concrete concepts, being attractive for youth, and demanding combination of technical solutions with social aspects. The methodology had the scope to interconnect secondary with tertiary level education for the achievement of the best possible results, as the latter possesses the needed specialised knowledge, expertise and infrastructure. The methodology incorporates problem - based learning, aiming at the effective solution of real and extremely complex problems encountered in monument scale, which is combined with traditional teaching methods, such as lectures, as well as contemporary elements, such as class exercise laboratory experiments, in situ field work, promoting hands - on experience of students. The pilot application and evaluation of the hybrid methodology proved to be a valuable experience for students of secondary level education, which needs to be further exploited and optimised in order to meet the expectations of the interested parties.  

Keywords


built heritage protection; hybrid educational methodology; problem - based learning

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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