Education science-technology-society and heritage

Abstract

The objective of the research is to reveal the need for heritage education from a science-technology-society approach to contribute to the sustainability of heritage development.  From a mixed approach with predominantly qualitative documentary type and descriptive scope, the relationships between science-technology-society education and heritage education integrated into the processes and results of heritageization are made explicit. A system of methods was used that included the theoretical-historical-logical, the analytical-synthetic and the inductive-deductive, as well as, among the empirical, the review of documents. The common synthesis matrix was applied in determining the main directions and references located in the field of heritage. The bibliographic review carried out by the authors in previous studies and their experience in educational practice are indicative of the relevance of reconsidering this issue. The main results show that heritage education with a science-technology-society approach strengthens heritagization and constitutes one of the ways for the sociocultural sustainability of heritage from the formation of a heritage awareness and educational practice in its main actors.