Towards a comprehensive interpretation of Heritage in Quilmes from STS education

Abstract

This article presents a STS education approach applied to the interpretation of the Quilmes heritage. The concept of heritage is polysemic and can be approached from different disciplines; thus, the work proposal presented here consists of an interdisciplinary approach that guarantees not only the incorporation of content, but its real appropriation by students through a reflective and constructive process of Critical Thinking. This sequence, developed and applied within the framework of an Extension Project, which we included within Heritage Education, is part of an identity construction (individual and collective) and whose valuation and preservation depends on the development of commitment and citizen participation attitudes that transcend the time barrier and reach future generations. To assess the didactic sequence, a survey from an international project on motivation, scientific skills, usefulness and critical thinking was used. The student found the proposal useful and interesting and allowed them to develop scientific skills.