(1) The use of heritage in fieldwork, enabling the analysis of historical sources in museums via school trips, contributes towards the development of historical thinking and the formation of active, participative and critical citizens within the field of formal education (2) The general objective of the present study is to estimate the value which teachers and museum educators confer upon museums and school visits in the stages of early years, primary and secondary education. The research method employed is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers, who visited two archaeological museums with their class groups in order to carry out an activity relating to the subject of history, and 18 museum educators. The data collection tool was the MUSELA © questionnaire. (3) The main results indicate that both teachers and educators agree that it is the responsibility of the educator to connect the visit with the interests of the group. 70% of the museum educators are totally in agreement with the academic perspective provided by museums, and more than 75% of the teachers and museum educators are totally in agreement with the fact that the objective of museum visits is to increase knowledge and cultural experience. (4) Educational agents’ understanding of the use of visits to archaeological museums as field trips for history work is a challenge that must be confronted over the coming decade. It is necessary to promote a model of collaboration that develops interaction by generating common educational projects.

Entre las temáticas que se suelen trabajar en ciencias sociales para Educación Infantil el paso del tiempo y patrimonio cultural son las menos trabajadas. Las causas principales son que Piaget postulaba que el niño de infantil era incapaz de comprender la historia ni la importancia de las manifestaciones artísticas. Autores especializados en la didáctica de las ciencias sociales han demostrado a través de investigaciones y propuestas prácticas que el tratamiento de la historia en Educación Infantil es posible (Cooper, 2002; Miralles y Molina, 2011). Con el fin de ahondar un poco más en el tratamiento de la historia en Educación Infantil se propone diseñar, aplicar y evaluar una propuesta didáctica para la enseñanza de la historia, en la que se use el patrimonio cultural y se tenga en cuenta todo el espacio del aula. La propuesta se lleva a cabo en un colegio de Murcia con 21 alumnos del curso de 5 años de EI. Demuestra se puede trabajar la historia utilizando el patrimonio cultural dentro de un proyecto que englobe el espacio del aula y el museo.

Over the last few decades, heritage education in Spain has shifted from being just another area of knowledge to a scientific discipline in its own right. Heritage and heritage education actions have been demonstrated to contribute to the development of critical and active citizenship. From school onwards, heritage is an important resource in education for citizenship and teaching history. This chapter aims to provide the theoretical premise for working in the classroom with archaeological heritage to contribute to the learning of social sciences. The focus on education with heritage is laid out, the Spanish educational curriculum is analyzed, and the necessary tools will be provided for work in the classroom with archaeological heritage. In conclusion, it presents how field trips can be integrated into the teaching program.

The research objectives of this paper are to compare the activities which have been prepared in the design of field trips from the perspective of teachers and museum educators, as well as to describe the use of resources and materials from the point of view of educational agents. The research method is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers of early years, primary and secondary education, visiting two archaeological museums with their class groups in order to carry out an activity relating to the subject of history. The data collection tool was the MUSELA_© questionnaire. The main results show that 60% of the teachers state that they prepare some kind of activities and 70% use some resources within the design of a field trip to an archaeological museum. On the other hand, 94.4% of the museum educators carry out activities using resources in the museum visit. The main conclusion is that the activities which are most used by teachers and educators in the museum (experimentation and artistic workshops, audio-visual observation and viewing tasks and debates or sharing) and by teachers in the classroom space (audio-visual viewing) do not guarantee research activities, analysis or reflection activities.

The main aim of this study is to analyse the presence of thinking skills and historical awareness in the Swedish (Gymnasieskola) and Finnish (Lukio) university entrance examinations. In addition, the cognitive levels developed by the statements of the questions in these tests will also be analysed. In terms of methodology, a mixed analysis will be carried out, both with quantitative, statistical-descriptive, correlational and qualitative studies of the question statements. A total of 66 statements, divided into two tests, were analysed. The results show that all the statements are related to historical thinking skills in both countries, although there are differences between them, as well as in the cognitive level they develop.