Archaeological Summer Schools: Practical Integration in Education and Promotion of Cultural Heritage
DOI:
https://doi.org/10.62452/xpjjz873Palavras-chave:
Archaeology, education, teaching, summer school, practice, cultural heritageResumo
In the contemporary era, integrating scientific knowledge into educational processes, particularly in conveying tangible cultural heritage to students, has become a major priority. Encouraging interest in the ancient history of one’s homeland begins with exploring the historical geography of early human settlements and promoting archaeological monuments. This is especially important given the proliferation of unfounded claims about historical sites. Organizing educational tours for school and university students to various archaeological sites—many recently discovered and offering new insights to science—provides significant pedagogical and scientific value. Open-air lessons in “archaeoparks” offer immersive experiences that bridge theoretical knowledge and practical fieldwork. Currently, students mainly learn about Azerbaijan’s ancient history, archaeological sites, prehistoric populations, their customs, economic activities, tools, and weapons through textbooks and educational literature. However, existing materials often lack structure, coherence, and outcome-oriented organization, particularly regarding ancient and medieval periods. Therefore, a systematic approach to lesson planning and delivery that ensures inter- and intra-system coherence is essential for improving educational outcomes and competencies. Archaeological summer schools have proven effective in addressing these gaps. By integrating creativity-oriented pedagogical programs, they stimulate student engagement and innovation. Scientific-practical modules, including masterclasses in history and archaeology, aim to foster creative thinking. Activities such as site visits and archaeological fieldwork provide hands-on, visual experiences that enhance analogical reasoning, multidisciplinary understanding, idea generation, pattern recognition, and critical reflection. These approaches demonstrate that combining structured historical education with practical, experiential learning significantly enriches student understanding and cultivates essential competencies in the study of cultural heritage.
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