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A field trip combined with Challenge-Based Learning through the historic quarter of Guadalajara in Spain was conducted. The aim was to explore and analyse the self-perceptions of Primary School teacher trainees and their acquisition of heritage education, together with other skills they may require in their future professions. A multiple-choice questionnaire was designed to assess their self-perception and knowledge of heritage before and after the field trip in accordance with five social and environmental challenges. Non-parametric Mann – Whitney – Wilcoxon tests were applied to find out whether any differences could be observed in their progress in terms of learning and the acquisition of knowledge. The students were also asked to draw up didactic proposals in line with the five challenges. The results of tests conducted after the field trip highlighted an improvement in the students’ self-perception of their knowledge of local heritage and of its relationship with three of the proposed challenges, although in some cases the differences were less striking than expected. The didactic proposals prepared by the students reflect their capacity for analysis, ICT and creative skills. Building instruments to assess students’ self-perceptions can help propitiate the multidisciplinary integration and planning of proposals of this kind, which will be of great interest in the training of primary school teachers, both as citizens and in their professional lives as teachers.
Vilar et al. (Wed,) studied this question.