ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci., II-5/W3, 335-341, 2015
https://doi.org/10.5194/isprsannals-II-5-W3-335-2015
© Author(s) 2015. This work is distributed under
the Creative Commons Attribution 3.0 License.
 
12 Aug 2015
A study of historical preservation learning based on cognitive development theory
K. H. Weng1, Y. N. Yen2, and Y. W. Wu2 1Dept. of Interior Design, University of China Technology, No. 56, Sec. 3, Xinglong Rd., Wunshan District, Taipei City 116, Taiwan (R.O.C.)
2Dept. of Architecture, University of China Technology, No. 56, Sec. 3, Xinglong Rd., Wunshan District, Taipei City 116, Taiwan (R.O.C.)
Keywords: Cognitive development, Content analysis, Cultural heritage, Latent Semantic Analysis Abstract. The study is to explore how the youth forum activities help the participants establish their concept of property conservation and cognitive development by means of scaffolding instruction. First, the research begins by raising the issues of asset preservation with the establishment of the concept of field; the issues are the content of the scaffolding learning forum. Second, this study uses content analysis to explore the cognitive development and learning performance of the participants during the interactive process. The results show that interactive learning activities can effectively promote all the participants’ cognitive development, on which different backgrounds have little influence. The participants’ cognitive development is mostly concentrated in the application and analysis phase. The results can be used as a reference for future research.
Conference paper (PDF, 703 KB)


Citation: Weng, K. H., Yen, Y. N., and Wu, Y. W.: A study of historical preservation learning based on cognitive development theory, ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci., II-5/W3, 335-341, https://doi.org/10.5194/isprsannals-II-5-W3-335-2015, 2015.

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