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Hefazat va Maremat
Volume 8, Issue 2 (9-2025)
KCR 2025, 8(2): 57-75 |
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Rahimnia R. Constructivist Learning in Heritage Conservation Education: An Analysis of Problem-Based Learning (PBL) in Conservation Practices. KCR 2025; 8 (2) :57-75
URL: http://journal.richt.ir/kcr/article-1-298-en.html
URL: http://journal.richt.ir/kcr/article-1-298-en.html
Abstract: (2582 Views)
Heritage conservation education requires a balance between theoretical foundations and practical competencies. Traditional lecture-based
instruction, while effective for content delivery, often fails to cultivate the problem-solving, creativity, and collaborative skills necessary for
professional conservation practice. This study investigates the application of problem-based learning (PBL), grounded in constructivist pedagogy,
within a course titled Conservation Practices. Grounded in action research methodology, the study combines theoretical analysis of constructivist principles with empirical evaluation of PBL’s efficacy. Over a semester, students worked in teams or single to address real conservation dilemmas, mirroring the complexities they would encounter in professional practice. Data was collected through structured reflections and post-course surveys from a purposively selected cohort of 21 graduates who completed the training. Qualitative feedback was analyzed using MAXQDA software to identify emergent themes, including skill development, confidence in decision-making, and perceived relevance of the pedagogical approach. The findings demonstrate that PBL enhanced students’ technical proficiency, critical thinking, decision-making confidence, and interdisciplinary collaboration. Thematic analysis confirmed strong alignment between PBL and constructivist outcomes, particularly adaptive expertise and metacognitive awareness.
instruction, while effective for content delivery, often fails to cultivate the problem-solving, creativity, and collaborative skills necessary for
professional conservation practice. This study investigates the application of problem-based learning (PBL), grounded in constructivist pedagogy,
within a course titled Conservation Practices. Grounded in action research methodology, the study combines theoretical analysis of constructivist principles with empirical evaluation of PBL’s efficacy. Over a semester, students worked in teams or single to address real conservation dilemmas, mirroring the complexities they would encounter in professional practice. Data was collected through structured reflections and post-course surveys from a purposively selected cohort of 21 graduates who completed the training. Qualitative feedback was analyzed using MAXQDA software to identify emergent themes, including skill development, confidence in decision-making, and perceived relevance of the pedagogical approach. The findings demonstrate that PBL enhanced students’ technical proficiency, critical thinking, decision-making confidence, and interdisciplinary collaboration. Thematic analysis confirmed strong alignment between PBL and constructivist outcomes, particularly adaptive expertise and metacognitive awareness.
Keywords: Conservation, Constructivist Learning, Active Learning, Problem-Based Learning (PBL), Conservation Practices.
Type of Study: Research, Original, Regular |
Subject:
Application of modern sciences, technologies, equipment, materials and methods
Accepted: 2025/09/22 | Published: 2025/09/22
Accepted: 2025/09/22 | Published: 2025/09/22
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