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Dr. Ainoa Escribano-Miralles
University of Murcia (Spain). Faculty of Education

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Research Keywords & Expertise

0 Citizen Participation
0 Heritage education
0 education for citizenship
0 Teacher Training in Social Sciences
0 competences and skills

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Short Biography

Master of Research and Innovation in Early Childhood and Primary Education at University of Murcia. She has been a collaboration grant holder during the 2013/2014 academic year and obtained the Research Initiation Grant from October to December 2015. She has been Pedoctoral Fellow and is PhD in Education with Outstanding CUM LAUDE in January 2020 with an international mention. She is Adjunct Professor at the ISEN University Center (Faculty attached to the University of Murcia) in the area of Didactics of Social Sciences.In relation to research production, she has 8 articles in scientific journals, one book like author, two book editions, 11 chapters of the book, 20 contributions to conference, as a result of the five competitive projects and three reasearch contrats in which she has participated. Member of three two knowledge transfer contracts financed through the Office for the Transfer of Research Results of the University of Murcia, a European research project of the Erasmus + KA2 "Cooperation and Innovation for Good Practices" program, three national research projects of competitive competition financed by the Ministry of Economy and Competitiveness and FEDER Funds and a and a regional research project funded by the Seneca Foundation of the Autonomous Community of the Region of Murcia.

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Journal article
Published: 27 April 2021 in Sustainability
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(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.

ACS Style

Ainoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History. Sustainability 2021, 13, 4915 .

AMA Style

Ainoa Escribano-Miralles, Francisca-José Serrano-Pastor, Pedro Miralles-Martínez. Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History. Sustainability. 2021; 13 (9):4915.

Chicago/Turabian Style

Ainoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. 2021. "Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History." Sustainability 13, no. 9: 4915.

Journal article
Published: 07 April 2021 in Sustainability
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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.

ACS Style

Ainoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education. Sustainability 2021, 13, 4095 .

AMA Style

Ainoa Escribano-Miralles, Francisca-José Serrano-Pastor, Pedro Miralles-Martínez. The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education. Sustainability. 2021; 13 (8):4095.

Chicago/Turabian Style

Ainoa Escribano-Miralles; Francisca-José Serrano-Pastor; Pedro Miralles-Martínez. 2021. "The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education." Sustainability 13, no. 8: 4095.