Validation of an Instrument on Perceptions of Heritage Education through Structural Equation Modeling
Abstract
:1. Introduction
2. Materials and Methods
2.1. Objective
2.2. Instrument
2.3. Research Design
2.4. Participants
2.5. Procedure and Data Analysis
3. Results
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Items | Start | Extraction |
---|---|---|
9.1 | 1.000 | 0.762 |
9.2 | 1.000 | 0.867 |
9.3 | 1.000 | 0.736 |
9.4 | 1.000 | 0.787 |
9.5 | 1.000 | 0.727 |
9.6 | 1.000 | 0.846 |
9.7 | 1.000 | 0.757 |
9.8 | 1.000 | 0.794 |
9.9 | 1.000 | 0.883 |
9.10 | 1.000 | 0.672 |
10.1 | 1.000 | 0.680 |
10.2 | 1.000 | 0.614 |
10.3 | 1.000 | 0.338 |
10.4 | 1.000 | 0.673 |
10.5 | 1.000 | 0.793 |
10.6 | 1.000 | 0.763 |
10.7 | 1.000 | 0.764 |
10.8 | 1.000 | 0.734 |
10.9 | 1.000 | 0.736 |
10.10 | 1.000 | 0.861 |
11.1 | 1.000 | 0.716 |
11.2 | 1.000 | 0.758 |
11.3 | 1.000 | 0.700 |
11.4 | 1.000 | 0.665 |
11.5 | 1.000 | 0.690 |
11.6 | 1.000 | 0.665 |
11.7 | 1.000 | 0.757 |
11.8 | 1.000 | 0.853 |
11.9 | 1.000 | 0.902 |
11.10 | 1.000 | 0.670 |
11.11 | 1.000 | 0.753 |
11.12 | 1.000 | 0.603 |
12.1 | 1.000 | 0.743 |
12.2 | 1.000 | 0.766 |
12.3 | 1.000 | 0.869 |
13.1 | 1.000 | 0.593 |
13.2 | 1.000 | 0.599 |
13.3 | 1.000 | 0.649 |
13.4 | 1.000 | 0.485 |
Factor | Total | % of Variance | Cumulative % | Total | % of Variance | Cumulative % | Total |
---|---|---|---|---|---|---|---|
1 | 3.406 | 30.962 | 30.962 | 2.889 | 26.266 | 26.266 | 2.816 |
2 | 2.030 | 18.450 | 49.412 | 1.526 | 13.876 | 40.142 | 1.481 |
3 | 1.206 | 10.962 | 60.374 | 0.770 | 7.000 | 47.141 | 1.215 |
4 | 0.902 | 9.109 | 69.483 | ||||
5 | 0.842 | 7.657 | 77.139 | ||||
6 | 0.630 | 5.731 | 82.871 | ||||
7 | 0.602 | 5.472 | 88.343 | ||||
8 | 0.393 | 3.577 | 91.920 | ||||
9 | 0.384 | 3.492 | 95.412 | ||||
10 | 0.261 | 2.370 | 97.782 | ||||
11 | 0.244 | 2.218 | 100.000 |
Items | 1 | 2 | 3 |
---|---|---|---|
9.1 | −0.021 | 0.578 | −0.352 |
9.2 | 0.856 | −0.117 | −0.088 |
9.3 | 0.194 | 0.573 | −0.397 |
9.4 | 0.836 | 0.030 | 0.005 |
9.5 | 0.679 | −0.363 | −0.108 |
9.6 | 0.876 | −0.246 | 0.014 |
9.7 | 0.818 | −0.235 | 0.134 |
9.8 | 0.771 | −0.287 | 0.282 |
9.9 | 0.725 | −0.408 | 0.275 |
9.10 | 0.807 | −0.126 | 0.059 |
10.1 | −0.308 | 0.484 | −0.164 |
10.2 | 0.723 | 0.004 | −0.193 |
10.3 | 0.464 | 0.008 | −0.428 |
10.4 | 0.573 | −0.170 | −0.524 |
10.5 | 0.831 | 0.004 | −0.125 |
10.6 | 0.659 | 0.016 | −0.085 |
10.7 | 0.683 | −0.124 | −0.468 |
10.8 | 0.755 | −0.382 | 0.078 |
10.9 | 0.251 | 0.687 | −0.185 |
10.10 | 0.583 | −0.381 | −0.277 |
11.1 | 0.449 | −0.565 | −0.084 |
11.2 | −0.243 | −0.217 | 0.569 |
11.3 | −0.136 | −0.168 | 0.648 |
11.4 | 0.385 | −0.243 | 0.646 |
11.5 | 0.775 | 0.142 | −0.002 |
11.6 | −0.017 | 0.586 | −0.014 |
11.7 | 0.561 | −0.225 | 0.531 |
11.8 | 0.744 | 0.047 | 0.380 |
11.9 | 0.391 | −0.579 | 0.330 |
11.10 | −0.108 | −0.289 | 0.483 |
11.11 | 0.818 | 0.249 | 0.144 |
11.12 | 0.285 | −0.042 | 0.575 |
12.1 | 0.030 | 0.702 | −0.196 |
12.2 | −0.032 | −0.333 | 0.676 |
12.3 | 0.703 | 0.147 | 0.007 |
13.1 | 0.011 | −0.223 | 0.618 |
13.2 | 0.463 | 0.205 | 0.283 |
13.3 | 0.389 | 0.587 | −0.111 |
13.4 | 0.215 | 0.071 | 0.563 |
Item | Question | Answer Option |
---|---|---|
9.2 | How often do you teach the following content and skills to your students through heritage? | Teaching analysis from primary sources |
9.4 | How often do you teach the following content and skills to your students through heritage? | Teaching change and continuity of historical processes |
9.5 | How often do you teach the following content and skills to your students through heritage? | Teaching the historical relevance of characters and events |
9.6 | How often do you teach the following content and skills to your students through heritage? | Explaining the ethical dimension of historical facts |
9.7 | How often do you teach the following content and skills to your students through heritage? | Teaching understanding the past with a historical perspective |
9.8 | How often do you teach the following content and skills to your students through heritage? | Teaching historical discourse (historical method) |
9.9 | How often do you teach the following content and skills to your students through heritage? | Linking the past with the present |
9.10 | How often do you teach the following content and skills to your students through heritage? | Teach historical awareness: explain conflicting issues through heritage |
10.2 | How much do you use the following teaching strategies to teach heritage? | Flipped classroom |
10.3 | How much do you use the following teaching strategies to teach heritage? | Role-playing |
10.4 | How much do you use the following teaching strategies to teach heritage? | Debates |
10.5 | How much do you use the following teaching strategies to teach heritage? | Problem-based learning |
10.6 | How much do you use the following teaching strategies to teach heritage? | Project-based learning |
10.7 | How much do you use the following teaching strategies to teach heritage? | Research |
10.8 | How much do you use the following teaching strategies to teach heritage? | Teaching how to analyze sources |
10.10 | How much do you use the following teaching strategies to teach heritage? | Collaborative learning |
11.5 | How often do you use the following teaching resources to teach heritage? | Videogames |
11.7 | How often do you use the following teaching resources to teach heritage? | Virtual tours or multimedia resources |
11.8 | How often do you use the following teaching resources to teach heritage? | Educational mobile applications |
11.11 | How often do you use the following teaching resources to teach heritage? | Games |
12.3 | How often do students do the following types of activities in class? | Activities that help to understand heritage as a primary source for the elaboration of a historical narrative about the past at a higher cognitive level |
13.2 | How do you assess your students’ learning of heritage? | Through the practical work I design |
Item | Question | Answer Option |
---|---|---|
9.1 | How often do you teach the following content and skills to your students through heritage? | Teaching knowledge (theoretical content) |
9.3 | How often do you teach the following content and skills to your students through heritage? | Teaching multicausality and the consequences of facts |
10.1 | How much do you use the following teaching strategies to teach heritage? | Masterclass |
10.9 | How much do you use the following teaching strategies to teach heritage? | Autonomous and individual learning |
11.1 | How often do you use the following teaching resources to teach heritage? | History textbook |
11.6 | How often do you use the following teaching resources to teach heritage? | Guided tours (museums, archaeological sites, etc.) |
11.9 | How often do you use the following teaching resources to teach heritage? | Photographs |
12.1 | How often do students do the following types of activities in class? | Activities to describe the basic characteristics of heritage |
13.3 | How do you assess the students’ learning of heritage? | Final written test |
Item | Question | Answer Option |
---|---|---|
11.2 | How often do you use the following teaching resources to teach heritage? | Specific books on heritage |
11.3 | How often do you use the following teaching resources to teach heritage? | Films |
11.4 | How often do you use the following teaching resources to teach heritage? | Documentaries |
11.10 | How often do you use the following teaching resources to teach heritage? | Oral sources |
11.12 | How often do you use the following teaching resources to teach heritage? | Workshops |
12.2 | How often do students do the following types of activities in class? | Activities to understand the heritage element by contextualizing it in its spatial and temporal coordinates (intermediate cognitive level) |
13.1 | How do you assess the students’ learning of heritage? | Through the exercises in the textbook |
13.4 | How do you assess the students’ learning of heritage? | Through a written test (questionnaire) |
Average Linkage (Between Groups) | REGR Factor Score 1 for Analysis 1 | REGR Factor Score 2 for Analysis 1 | REGR Factor Score 3 for Analysis 1 | ||
---|---|---|---|---|---|
1 | N | Valid | 58 | 58 | 58 |
Missing | 0 | 0 | 0 | ||
Mean | 0.0077341 | 0.0178238 | −0.0673052 | ||
Standard dev. | 0.92700789 | 0.89030283 | 0.81018227 | ||
2 | N | Valid | 23 | 23 | 23 |
Missing | 0 | 0 | 0 | ||
Mean | 0.3018193 | −0.5470886 | 1.5282909 | ||
Standard dev. | 0.17188340 | 0.37138275 | 0.25182663 | ||
3 | N | Valid | 21 | 21 | 21 |
Missing | 0 | 0 | 0 | ||
Mean | −1.4623146 | 0.3579488 | 0.2611032 |
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Sánchez-Ibáñez, R.; Cimino, A. Validation of an Instrument on Perceptions of Heritage Education through Structural Equation Modeling. Sustainability 2023, 15, 6865. https://doi.org/10.3390/su15086865
Sánchez-Ibáñez R, Cimino A. Validation of an Instrument on Perceptions of Heritage Education through Structural Equation Modeling. Sustainability. 2023; 15(8):6865. https://doi.org/10.3390/su15086865
Chicago/Turabian StyleSánchez-Ibáñez, Raquel, and Alfonso Cimino. 2023. "Validation of an Instrument on Perceptions of Heritage Education through Structural Equation Modeling" Sustainability 15, no. 8: 6865. https://doi.org/10.3390/su15086865