[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585759-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-585759-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","didactic-strategies-for-teaching-cultural-heritage-at-elementary-level-of-education","DIDACTIC STRATEGIES FOR TEACHING CULTURAL HERITAGE AT ELEMENTARY LEVEL OF EDUCATION","","Cultural heritage is treated as a strategic resource that strengthens social and cultural capital and underpins national identity from early childhood. The research reports empirical findings from Slovenian primary school teachers on how didactic strategies are implemented when teaching cultural heritage. Experiential learning emerges as the most common approach, with instruction outside the classroom occurring 2–4 times yearly, mainly through museum collaboration. Teachers feel adequately trained yet still show interest in additional, constructivist-based short training focused on active student engagement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/didactic-strategies-for-teaching-cultural-heritage-at-elementary-level-of-education/585759/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/didactic-strategies-for-teaching-cultural-heritage-at-elementary-level-of-education/585759.png","ImageObject",300,407,{"name":42,"@type":43},"Riley West","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What did the research aim to determine about teaching cultural heritage?","Question",{"text":63,"@type":64},"It aimed to determine how didactic strategies are implemented by teachers when teaching cultural heritage in Slovenian elementary schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which didactic strategy do teachers most often use for heritage content?",{"text":68,"@type":64},"Experiential learning is reported as the didactic strategy teachers most often use.",{"name":70,"@type":61,"acceptedAnswer":71},"How often do teachers teach heritage content outside the classroom, and with whom?",{"text":72,"@type":64},"Heritage content outside the classroom is conducted 2 to 4 times per year, mostly in collaboration with museums.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585759,1792079822,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","DIDACTIC STRATEGIES FOR TEACHING CULTURAL HERITAGE AT ELEMENTARY LEVEL OF EDUCATION  \nProf. Dr. Vlasta Hus1  \nMag. Polona Jančič Hegediš2  \n1,2 Faculty of Education, University of Maribor, Slovenia  \nABSTRACT  \nCultural heritage is recognized as a strategic resource and an important investment in social and cultural capital. As an important part of any nation's identity, the preservation of cultural heritage must be encouraged from the youngest age. This article presents the empirical research conducted among Slovenian primary school teachers at the elementary level. The aim of the research was to determine the implementation of didactic strategies when teaching about cultural heritage in Slovenian Elementary schools. Results show that the didactic strategy that teachers most often use to teach heritage content is experiential learning. Teaching heritage content outside the classroom is performed 2 to 4 times per year, mostly in collaboration with museums. The results also show that teachers believe that they are sufficiently trained to teach cultural heritage content, but there is still a tendency for additional training. Shorter teacher training courses focused on cultural heritage content lessons should be planned and implemented, using modern didactic strategies that encourage students’ activity and they should be based on the constructivist theory of learning and teaching.  \nKeywords: cultural heritage, primary school, cultural capital, teachers, didactics, social studies  \nINTRODUCTION  \nIn elementary school, students at the primary level get acquainted with and adopt the goals of the contents of cultural heritage in several school subjects, asthe contents of cultural heritage are integrated into the curricula of various school subjects. The contents of cultural heritage are mostly and explicitly presented in the curriculum of environmental science subjects in the first three grades and social science in the fourth and fifth grades of elementary school. These two subjects are presented briefly below. The subject of environmental science is taught in the first three grades of elementary school and is intended for 315 school hours. The school subject \"environmental science\" includes the continuation and orientation of spontaneous children's exploration of the world and the discovery of connections and interdependence in phenomena and processes in the natural and social environment. Prior knowledge, which arises from direct experience in the environment or through the media, is formed, expanded and deepened in the classroom'' [1]. The subject of social science is taught in the fourth and fifth grades of elementary school and is an upgrade of the social science goals, contents and  \nactivities of the subject of environmental science from the first three grades. The subject contents cover a total of 175 school hours. It includes goals from geography, sociology, history, ethnology, psychology, economics, politics, ethics, and ecology. Goals are intertwined and interconnected. During the lessons of the subject of social science, students develop, among other things, an understanding of their social, cultural and natural environment in time and space, and develop attitudes and values in the context of environmental, civic and patriotic education and education for democracy and human rights. The emphasis of the subject is to get to know the relationship between the individual, society and the natural environment [2] . Both current curricula for the subject of social science and the subject of environmental science are conceived from the constructivist theory of learning and teaching. Plut-Pregelj [3] defined constructivism in education as theories of knowledge and derived theories of teaching based on the assumption that knowledge is a human construct, whether it is a consequence of human individual, narrower or broader social activity. The constructivist theory of learning and teaching derives from the idea that students must be","cbCain2HbHZdhk7E","https://ap.wps.com/l/cbCain2HbHZdhk7E","pdf",320080,"English","# Abstract\n# Introduction\n## Integration of cultural heritage into elementary curricula\n## Environmental science (grades 1–3)\n## Social science (grades 4–5)\n## Constructivist learning and teaching approach\n## Postmodern didactics and relevance\n# Research focus and didactic strategies","[{\"question\":\"What did the research aim to determine about teaching cultural heritage?\",\"answer\":\"It aimed to determine how didactic strategies are implemented by teachers when teaching cultural heritage in Slovenian elementary schools.\"},{\"question\":\"Which didactic strategy do teachers most often use for heritage content?\",\"answer\":\"Experiential learning is reported as the didactic strategy teachers most often use.\"},{\"question\":\"How often do teachers teach heritage content outside the classroom, and with whom?\",\"answer\":\"Heritage content outside the classroom is conducted 2 to 4 times per year, mostly in collaboration with museums.\"}]","DIDACTIC STRATEGIES FOR TEACHING CULTURAL HERITAGE AT ELEMENTARY LEVEL OF EDUCATION | PDF",1792055785,23]