USING THE CULTURAL HERITAGES OF THE MEKONG DELTA REGION IN TEACHING VIETNAMESE HISTORY AT THE HIGH SCHOOLS OF CAN THO CITY Nguyen Duc Toan (Department of History Pedagogy, Faculty of Pedagogy, Can Tho University) Abstract This article describes a research project on the use of cultural heritages in the Mekong Delta in teaching history to high school students in Can Tho City In which, we focus on in depth research, identify a number of cultural heritages in the Mekong Delta that need to be exploi[.]
Trang 1IN TEACHING VIETNAMESE HISTORY
AT THE HIGH SCHOOLS OF CAN THO CITY
Nguyen Duc Toan
(Department of History Pedagogy, Faculty of Pedagogy, Can Tho University)
Abstract: This article describes a research project on the use of cultural heritages in the Mekong Delta
in teaching history to high school students in Can Tho City In which, we focus on in-depth research, identify
a number of cultural heritages in the Mekong Delta that need to be exploited and used in history teaching and propose pedagogical measures to use cultural heritage in teaching internal course of Vietnamese History lessons from origin to 1918 in accordance with the program At the same time, conduct pedagogical experiments to test the feasibility of the research problem From the research results, it can be confirmed that the use of cultural heritage
in history teaching is an effective measure to innovate teaching methods, diversify forms of organization of history teaching, create interest for students to contribute to improving the quality of history teaching and learning in high schools today.
Keyword: teaching methods; Vietnam history; cultural heritage; Mekong River Delta; Can Tho city.
1 QUESTION
Nowadays, heritage teaching is a requirement for high schools Projects that bring heritage into schools have had a positive impact, but there are still many challenges for educational and cultural managers To realize the above policy on teaching and learning about cultural heritage in schools as well as to renovate the content, programs, methods and forms of teaching in high schools and preserve and promote the values Ministry of Education and Training, Ministry of Culture, Sports and Tourism issued Document 73 / HD - BGDĐT - BVHTTDL dated January 16, 2013 guiding the use of heritage
in teaching at high schools, continuing education centers Using cultural heritage in teaching at high schools aims to help students have understanding of the values of the heritages, thereby educating students on the sense of preserving and protecting cultural heritage
According to history, after more than 300 years of establishment and development, the land of nine dragons and the whole country has sacrificed many blood against the invasion, maintaining the realm
of his father In particular, the old Mekong Delta has contributed a lot of resources and vitality to the nation’s vital struggle And also during this period in Tay Do land in particular, the Mekong Delta in general formed and developed many types of special cultures and folklore such as Don Ca Tai Tu, Cai Luong Theater, love poetry, water puppetry, ancient architectural works, along with many special folk festivals Through many ups and downs of history, those cultural values are always preserved, passed down, supplemented, and created through time in a positive direction, harmonizing with the “flow” of the cultural community of the ethnic groups of Vietnam The cultural heritages in the Mekong Delta are not only valuable in knowledge education, human character formation, many tangible and intangible
Trang 2cultural heritages of the region have been promoting their roles, potentials and strengths in promote the image of the homeland, develop tourism economy, attract tourists to the river delta region, have a great effect in educating the young generation’s thoughts and feelings
2 PROBLEM SOLVING
2.1 Studies on cultural heritage education
Towards a new era for Cultural Heritage Education: Discussing the role of ICT, Michela Ott, Francesca Pozzi (Computers in Human Behavior 27 (2011) This article investigates how ICT tools can contribute to the enhancement of Cultural Heritage Education, considering cultural heritage as the fundamental foundation of our identity In fact, ICT on the one hand provides easier access and multi-angle view of cultural heritage artifacts, on the other hand, can also enrich and improve Cultural Heritage Education through the application of different methods new learning
The article “Heritage education for primary school children through drama: The case of Aydin, Turkey” by Simsek, G (Procedia - Social and Behavioral Sciences 46 (2012) This article argues the use
of drama as a teaching method for heritage education for primary school children to raise awareness of protecting the value of cultural heritage “Using drama has become a common approach, especially at heritage sites and museums, to educate the public and schools” (p 3819)
Author Tulay Ocal has an article “Necessity of Cultural Historical Heritage Education in Social Studies Teaching” (Creative Education, 2016, 7), emphasizing the necessity of heritage education in teaching social sciences society, because this is an effective measure to help preserve heritage values
to pass on to future generations The results of the study are important suggestions for us to apply in the process of choosing forms and methods of using cultural heritage in teaching history at high schools Improving history learning through cultural heritage, local history and technology, by Graça Magro, Joaquim Ramos de Carvalho and Maria José Marcelino, emphasizes the use of technology
as mobile devices with georeferenced software and genetic resources local heritage and history in a collaborative, experimental approach to learning historical concepts of the traditional curriculum This is
a very new approach, helping the author to orient the use of technology in teaching history, contributing
to diversifying forms of teaching and improving the quality of the subject today
All have confirmed the urgency to bring cultural heritage materials into teaching in schools, highlighting the importance of using cultural heritage in teaching Vietnamese folklore At the same time, the authors have also suggested a number of forms and methods of using cultural heritage in teaching to improve the effectiveness of lessons However, there has not been any specific research on the use of cultural heritage in the Mekong Delta in teaching history in high schools in Can Tho city Therefore, this is a new direction and has high practical value In order to effectively exploit and use the cultural heritage resources of the Mekong Delta in teaching Vietnamese folklore, it is required that teachers be properly aware of the nature, value and importance of cultural heritages, thereby knowing how to flexibly apply forms and methods teaching, pedagogical measures oriented to develop students’ capacity in subject teaching
2.2 The role and significance of cultural heritage in the Mekong Delta in teaching history at high schools
The process of teaching history in high schools, in addition to the basic knowledge found in textbooks, reference sources in general, local cultural heritage documents in particular is a valuable resource, a visual means Valuable in teaching in general and in teaching history in particular Cultural
Trang 3heritage, whether in the form of objects or intangible, can be used in the teaching process in the form
of creating a profound educational environment and means for the young generation With such an important role, the use of local cultural heritage in teaching Vietnamese interests at high schools makes sense for students in all three aspects:
First of all in terms of forming knowledge: The use of cultural heritage in teaching history contributes to concretizing historical knowledge in textbooks that students need to acquire Since then, forming in their mind true symbols, helping students remember long and deeply understand events related to the lecture with its full aspect Besides, it also contributes to increase the liveliness of lectures and children’s attitudes towards events and phenomena through symbols created in students’ minds
In addition, using local cultural heritage also contributes to expand knowledge for students Students not only learn the knowledge already in the program but also have new knowledge discovered during the experience From there, it helps students to easily apply their learned knowledge into practice and explain more scientifically about phenomena related to the surrounding world
Secondly, developing skills for students: Teaching theory has shown that, references in general, historical documents, culture in particular, if used appropriately in teaching Vietnam history to contribute
to training, developing skills for students such as: document perception, searching and processing information, developing independent, creative thinking and especially developing subject learning capacity, practice capacity; help them easily apply knowledge into real life
Third, orientation orientation and capacity formation: on the basis of knowledge formation, skill development, teaching history in high schools with local cultural heritage also positively contributes to the formation of attitudes and feelings, emotions for students about history such as: love, hate, agree, admire, positive, excited, In addition, the organization of cultural teaching with local cultural heritage also contributes to the execution and development of core competencies For students in the teaching process, such as: self-study capacity, problem solving capacity, cooperation capacity, information technology capacity, and specialized capabilities in DHLS such as: historical research; historical perception and thinking; apply knowledge, skills learned; conscious and capable of self-studying history for a lifetime
2.3 Content of cultural heritages that need to be exploited and used in teaching Vietnamese interests from primitive to 1918 at Can Tho city high school
Stemming from the goals, principles of program development, duration, number of periods, psycho-physiological characteristics, age, level, program and textbook on basic, systematic issues need
to choose Typical events, events related to the locality so that students can both master the user-friendly and related cultural heritage in the locality Events occurring in a locality are of the type shown in the LSDT course, there is an event type that is only mentioned; There are events that are not mentioned in the textbook, but when teaching, the teacher (teacher) must mention it We can state the following facts:
Lesson 14, Historical
Textbook 10 - Oc Eo cultural heritage in Phong Dien - Section 3: Ancient country of Phu Nam Lesson 16, Historical
Textbook 10 - Art of amateurs singing, reformed opera - Section 2: Typical Revolts
Trang 4Lesson Source of cultural heritages
Lesson 21, Historical
Textbook 10
- Ong pagoda relic
- Binh Thuy communal house relic - Section 2: The Dang Trong Government
Lesson 25, Historical
Textbook 10
- Vinh Te canal relic
- Thoai Ha canal relic
- Nguyen Huu Canh memorial area
- Section 2: The economic situation and policies of the Nguyen Dynasty
Lesson 26, Historical
Textbook 10 - Documentary folklore of the Mekong Delta Section III: The struggles of ethnic minorities
Lesson 19, Historical
Textbook 11
- Documentary folklore of the Mekong Delta:
folk verses
- Southern patriotic poetry
- Mekong Delta folk festival:
+Truong Dinh’s death anniversary + Nguyen Trung Truc’s death anniversary
Section III The resistance of the people
of Cochinchina after the Treaty of 1862
Lesson 20, Historical
Textbook 11
- Southern patriotic poetry
- Mekong Delta folklore documents: a devilish story
- Religious beliefs:
+ Buu Son Ky Huong religion with a resistance war against the French in the South
Section I The French colonialists fought Tonkin the first time (1873) The resistance spread to Tonkin
Lesson 21, Historical
Textbook 11
- Southern patriotic poetry
- Religious beliefs:
+ Tu An Hieu Nghia religion persevered against the French
Section I The Can Vuong movement exploded
Lesson 22, Historical
Textbook 11
- Documentaries of folklore of the Mekong Delta: folk verses, chanty, folk song reflecting economic and social life
- Folk story: a story about the origin and place of the South
- Don Ca Tai Tu: the lessons reflecting the social life of the South in this period
Section I Economic changes Section II Political changes
Lesson 23, Historical
Textbook 11
- Documentary folklore of the Mekong Delta:
- Folk stories
- Nam Nha Duong relic
Section 2: Phan Chau Trinh with reform trends
Lesson 24, Historical
Textbook 11
- Mekong Delta folklore documents: folk verses against the French, folk song in the South
Section I: Socio-economic situation
In addition, in the new general education program, in addition to the core education content, in each school year, based on the conditions of each locality, the school develops an educational plan suitable to the conditions of local In which, it is necessary to increase the practical experience activities to help
Trang 5students develop their love, passion, and interest in understanding Vietnamese interests Accordingly, the teachers can exploit the content of cultural heritage in the Mekong Delta to use in teaching a number
of topics in the new general education program such as:
in the Mekong Delta Serve content teaching
Thematic 10 2: Preservation
and promotion of cultural
heritage values in Vietnam
- Oc Eo cultural relic
- The ceremony of Ky Yen Thuong Dien Dinh Binh Thuy
- Ceremony of Holy Deity
- The death anniversary of Bui Huu Nghia, Phan Van Tri
- Cultural heritage concept
- Classification of cultural heritage
- The meaning of cultural heritage
Thematic 11 1: History of
Vietnamese traditional art
- South Vietnamese amateurs song - Solutions to preserve and promote
cultural heritage values Thematic 12.1: History of
beliefs and religions in Vietnam
- Tu An Hieu Nghia religion persevered against the French
In summary, depending on the location and significance of events taking place in the Mekong Delta for the learning and learning of users, there are measures and requirements to exploit the content and use of local cultural heritage documents and different methods, in order to contribute to improving teaching efficiency
2.4 Some measures to use local cultural heritage in teaching Vietnamese traditional interests from primitive to 1918 at Can Tho city high school
2.4.1 Use local cultural heritage to stimulate the warm-up activity
Warm-up is the first activity, this activity aims to help students mobilize their own knowledge, skills and experience on issues related to new lessons Warm-up activities will stimulate the curiosity, excitement, and attitude of students from the beginning of the lesson Start-up activities are usually organized through individual or group activities that will stimulate creativity, help students form cooperation capacity, the spirit of learning and helping each other when performing tasks How to prepare the introductory session effectively must be based on the content of the lesson, the student’s audience and the teacher’s conditions Thus, it is understandable that this activity does not require high thinking, does not take too seriously about knowledge, but mainly creates the best position for them to enter, attracting them to be interested in them works behind that
For example, when teaching lesson 16, history 10: The resistance wars against the North, the teacher can use the excerpt of reformed “Tieng Trong Me Linh” to create a problematic situation, leading the students into the lesson Before starting the new lesson, the teacher opened the excerpt “Tieng Trong
Me Linh”, the section Trung Trac sacrificed her husband and soldiers, swore revenge before teacher
gives a suggested question: “Analyzing the cause of the uprising of Hai Ba Trung? Through 4 verses: One would wash the book of enemy country / Two would bring back the old career of King Hung / Three injustice to his husband’s heart / Four would be proud Please tell us the biggest goal of the uprising?”
In your opinion, what does it say that people everywhere come to Me Linh? The use of the above
mentioned Cai Luong excerpts with evocative questions, not only provokes curiosity and excitement for students but also has a great effect in orienting the basic knowledge that needs to be studied in the lesson
Trang 6After watching the clip, the teacher calls the students to answer, the teacher adds, leading comments
to the new article: “Thus, we have just learned about a heroic, majestic female general of the Vietnamese people So how did Hai Ba Trung’s uprising take place? What were the results? What is the value of history lessons left to posterity in the future? We will learn together in today’s lesson?”
To test the feasibility of this measure, we conduct a partial pedagogical experiment of lesson 16 “The resistance wars against the North” (grade 10 textbook), at Binh Thuy High School, led by teacher Nguyen Thi Kim It’s a direct teaching.Through observing class hours, we realize that the learning attitude, the focus on lectures, the excitement in the perception of students in the control class is higher than that of the experimental class That initially shows the feasibility and suitability of the proposed measures
2.4.2 Organizing activities for students to realize their cultural heritage with local cultural resources
Use documents and pictures about cultural heritage in the Mekong Delta to concretize events, phenomena and historical figures Literary works, folklore documents in the Mekong Delta (folk verses, chanty, folk song,folk tales, ) or reformed works, appeared in the period of historical events Great meaning for the restoration of past images, concretizing historical phenomena and events The document used is a short excerpt with content, concise, simple, concise, symbolic, reflecting a past historical event
or phenomenon, students will be able to learn quickly and easily To conduct history lessons, teachers can use cultural heritage to concretize events, phenomena, historical characters in order to increase the vividness, sensuality of lectures and excite learning for students The teacher can follow the following basic steps:
- Step 1: Teacher shows movies, photos of cultural heritage, or uses materials on cultural heritage which are closely related to the basic facts of the lesson
- Step 2: Teacher raises the problem, brings students into the situation that needs to be solved
- Step 3: Students observe and answer questions related to the heritage
- Step 4: Teacher collects ideas and draws lessons of awareness
For example, when teaching lesson 24, History 11: Vietnam in the first world war years (1914 - 1918), Section I: Socio-economic situation, the teacher can use the knife verse:
“Trời cao thăm thẳm đất dầy, Bao giờ lính mộ sang Tây được về?
Vợ con thương nhớ ủ ê Biết rằng sang đấy có về được không!”
Translatetion:
“The sky is high and the depths are thick, When the grave soldiers go to the West can be comeback?
My wife and children miss me so much How i can come back when i go there!”
After giving the above verse, the teacher asks the question: What event does the above folk verse reflect on? Or What do you understand through this folk verse? The fact that the teacher uses the knife
in teaching this lesson in combination with the evocation will portray the effects of the first world war
Trang 7on the social situation of Vietnam Due to the need to add more forces to the war in Europe, the French colonialists arrested the young Vietnamese to be sent to the European battlefield as soldiers or workers Since then, leading to the situation in many villages leaving only women, children and the elderly, thereby helping students to understand more deeply the suffering of people in colonial society
Or to help students understand more deeply about the impact of the first colonial exploitation on the change of Vietnamese social life in the early years of the twentieth century, teachers use verses combined with evocation open:
“Cái Răng, Ba Láng, Vàm Xáng, Phong Điền Anh có thương em thì cho bạc cho tiền Đừng cho lúa gạo, xóm giềng cười chê”
Translatetion:
“Cai Rang, Ba Lang, Vam Xang, Phong Dien
If you love me, you will give money to me Don’t give rice, we will be laughed at by neighbors”
The teacher can ask the question: What do you think about the economic life of the people here through the above folk verse? Students will easily answer, the folk verse reflect the full and full life
of the people “If you love me, you will give money to me Don’t give rice, we will be laughed at by neighbors”, helping students see under the policy of the French colonial rule in colonial exploitation, besides the negative aspects, the main books in agricultural exploitation have also brought positive results Teachers ‘use of the above-mentioned verse in teaching this lesson will have a profound impact
on students’ feelings, helping them to better understand the situation of Vietnamese society in the early years of the twentieth century under the influence of first colonial exploitation Since then, it helps them
to have the correct attitude when evaluating an event
Using documents, pictures on cultural heritage to concretize events, phenomena and historical characters is a very effective method to create excitement, stimulate the discovery and discovery of historical knowledge of students very effectively To confirm the feasibility of this measure, we have conducted pedagogical experiment part by part, Section III, part 3 People of the three western provinces against the French (Lesson 19, History 11) The experimental teacher is teacher Khưu Quang Minh (Binh Thuy High School) We chose two classes 11A5 as the experimental class with 35 students and class 11A6 as the control class with 34 students The results show that most of the students are very interested
in this measure, because the lesson effectiveness is very high
Table 1 The results of using cultural heritage in the Mekong Delta to concretize knowledge in DHLS
Class (The number of student)
Experimental results (rate) Great
(9-10 points) (7-8 points)Rather (5-6 points)Medium (<5 points)Weak Experimental
Control
Trang 8It can be affirmed that the use of documents on cultural heritage in the Mekong Delta in the above DHLS not only contributes to concretizing events, phenomena, historical figures, enriching knowledge
of LSDT, but also has a profound impact on the thought, children’s feelings when studying history Not only that, the use of cultural materials in the Mekong Delta region in teaching users will create passion and the ability to perform and feel folk tunes Thereby, raising awareness and responsibility of the young generation in preserving and promoting the precious traditional values of the homeland
2.4.3 Using local cultural heritage materials to consolidate and practice
After each lesson provides new knowledge, teachers often use questions and exercises to illustrate some events, clarify the relationship between the local heritage and national history, helping students create symbols clearer, more vivid about history In addition, it is possible to use local cultural heritages
in organizing review games Learning games not only have the effect of changing the form of learning activities in class, making the classroom atmosphere comfortable, but also making the learning process more attractive, light, and self-contained, consistent with the student’s psycho-physiological features Using the local cultural heritage to organize historical games will help students expand and improve the knowledge learned in the history program of Vietnam Thereby promoting the ability to think creatively, quickly and train the spirit of cohesion and support in the team
Example: After teaching lesson 24, History 11, the teacher could organize for students the game
“Turn over the puzzle, find legacy” Heritage to look for is the historical relic of Nam Nha Pagoda (Can Tho city) Teachers can let students play in teams, each team assigns 5-6 friends to join How to play as follows: Hidden numbers under 5 puzzle pieces is a legacy, teams turn to randomly open each puzzle piece (in each puzzle piece has one question available) and then answer, thinking time for each question
is for 20 seconds, if the correct answer is given, the puzzle piece will be opened and receive 10 points If the answer is wrong, the remaining teams will have priority to answer After turning all 5 puzzle pieces and answering 5 questions, a picture will appear on the screen about the legacy to be found What is the name of that estate? The team that finds the legacy first will be the winner
Through observation when teachers use local cultural heritage materials to build cognitive exercises when teaching Vietnamese history, we realize a practical effect, this is a measure to help students develop
an independent and creative thinking so that students can have profound symbols of events, phenomena, historical figures, thereby helping them to understand more deeply about the national history, understand the connection the close ties between local cultural heritage and national history This is the basis for teachers to refer to and apply when teaching Vietnamese history in high schools
2.4.4 Organize and guide students to collect local cultural heritage to report to class
This is a powerful method to save time in class, help students consolidate basic knowledge of the lesson, and forge necessary skills for learning the subject Because the content of local cultural heritages mentioned in the Vietnam history program is not much, teachers need to increase the assignment of homework for students to learn, to help them understand more deeply about cultural heritages in the locality Therefore, in addition to the above mentioned practical contacts, teachers can also create homework for students to collect and prepare reports in class, when teaching ethnic history For this to
be effective, teachers need:
- Step 1: Give the homework requirements that are suitable for students, and consistent with the lesson content
Trang 9- Step 2: Guide and provide them with writing materials on local cultural heritage such as books, newspapers, magazines, or websites,
- Step 3: Check and evaluate the work assigned to them within the prescribed time
- Step 4: Organize for students to present results to class
- Step 5: Evaluate the results, draw lessons for awareness
For example: after finishing lesson 21 history 11, to prepare for the learning content lesson 22
Vietnamese society in the first colonial exploitation of the French colonialists, history 11, Ms Cao Thi Mong
Thuy (Ly Tu Trong High School) has given exercises and assigns tasks to groups of students as follows: Group 1: Collect a number of folk songs, proverbs, folk songs that reflect the economic and social life of the people in the southwestern region in this period
Group 2: Learn about labor tools of farmers in the South West during this period
Group 3: Explore the excerpts of reformed reforms that reflect social relationships in the South West during this period
Group 4: Investigate the anecdotes written about the landowning class in the southwestern region
In the course of conducting a lesson on Vietnam Society during the first French colonial exploitation, the teacher asked each group to present to the class the homework the teacher had assigned
home Students send group representatives to present, other groups to review, teachers to comment and supplement At the end of class, the groups should be scored in groups so that they know the level of completing their assignment on the basis of which promote their existing strengths and overcome the weaknesses they stumble to so that the next exercise can be completed better
Table 2 The results of using cultural heritage in the Mekong Delta to guide students to collect and expand knowledge
Class (The number of student)
Experimental results (rate) Great
(9-10 points) (7-8 points)Rather (5-6 points)Medium (<5 points)Weak Experimental
Control
Experimental teaching results have shown us that: the majority of students are conscious and spiritually collecting cultural heritage resources in the Mekong Delta to serve the learning of user-friendly materials, exciting classes, students actively actively participate in activities According to the teacher’s guidance, learning history also becomes gentle, practical and attractive, overcoming the shortcomings of teaching the subject However, according to Ms Cao Thi Mong Thuy, this is a relatively new job, for a long time the teacher has not dared to organize it for many different objective and subjective reasons, in which the teachers are mainly afraid of not having time, fear of do not complete the amount of standard knowledge in the program; Students are lazy to learn; The sources of cultural heritages in the Mekong Delta are limited, so it takes a lot of time to invest in collecting and researching historical sources
Trang 103 CONCLUSIONS AND RECOMMENDATIONS
Using cultural heritage in teaching history in high schools has a great role in fostering knowledge, because through each event, historical figures that students learn in the program are The proof is supplemented by a system of cultural heritage that is found almost everywhere in the country Besides, cultural heritage is also a highly effective visual means in teaching history, contributing to the education
of traditional ethics and love for the homeland for students Thereby, contributing to the formation and development of subject learning capacities, especially the capacity to practice, apply knowledge to real life
To make the use of cultural heritage in teaching history in high school effective, we have a few suggestions
The Education and Training sector needs to work closely with the Cultural sector to promote propaganda and widely introduce the typical cultural heritages of the locality to high schools in the area Organize to compile teaching materials, lectures on cultural heritages with quality for use in schools, colleges and universities
There are forms and measures to attract a large number of students to study, visit the typical cultural heritages of the homeland, such as free admission tickets, exhibition and exhibition of heritage culture in schools, organizing competitions to learn about cultural heritage
For the ethnic history and local history program in schools, it is necessary to drastically renovate the content, form and teaching methods, strengthen the organization of field lessons at cultural heritage,
in Bao museums, galleries of monuments,
In order to use it effectively, it requires that history teachers not only master history, local history knowledge, general cultural knowledge and subject teaching theory, but also love their profession, enthusiasm and dedicated to the job
REFERENCES
1 Nguyen Thi Coi, Vu Thi Ngoc Anh (2012), Compiling local materials in History, Vietnam
Ed-ucation Publishing House, Hanoi
2 Bao Dinh Giang (1977), Southern Patriotic Poetry (the second half of the nineteenth century),
Literature Publishing House Ho Chi Minh City
3 Department of Culture, Sports and Tourism of Can Tho City (2019), The Intangible Cultural
Heritage of Can Tho City
4 Tran Thi Thu Thuy, Nguyen Xuan Truong, Nguyen Duc Tang (2014), Steps for building a
teach-ing plan usteach-ing intangible cultural heritages, Education Publishteach-ing House, Hanoi
5 Michela Ott, Francesca Pozzi (2011), “Towards a new era for Cultural Heritage Education:
Discussing the role of ICT”, Computers in Human Behavior 27, pp 1365-1371
6 Simsek, G (2012), “Heritage education for primary school children through drama: The case of
Aydin, Turkey”, Procedia - Social and Behavioral Sciences 46, pp 3817-3824
7 Tulay Ocal (2016), “Necessity of Cultural Historical Heritage Education in Social Studies
Teaching”, Creative Education, 7, pp 396-406
8 Graça Magro, Joaquim Ramos de Carvalho and Maria José Marcelino (2014), “Improving
his-tory learning through cultural heritage, local hishis-tory and technology”, 10th International Con-ference Mobile Learning, pp 34-40