New Perspectives in Science Education

The aim of this study is to analyze the possibilities and advantages offered to students by Historic Heritage and Geometry learning through scientific skills and methods, being applied from an integrated perspective of knowledge and promoting a greater awareness of the relationships between different areas of knowledge. In this way, the didactics of both subjects can be combined interdisciplinarily, empowering and enriching each other through virtual technologies and environments. Virtual technologies offer an opportunity to advance in the improvement of the teaching-learning processes of any area of ​​knowledge. These technologies and specifically the augmented virtuality, developed using the Kinect device, is increasingly in use in teaching practices in schools. Thanks to this technology and the manipulation of two- and three-dimensional figures, it is possible to develop, on the one hand, the spatio-temporal reasoning that is the ability to visualize spatial patterns, making possible a greater acquisition of mathematical abstraction and, on the other hand, the development of historical-spatial thinking, materialized in local historic heritage. In conclusion the proposal is framed within the experimentation of good teaching practices with ICT, in an interdisciplinary project that addresses some of Gadner's multiple intelligences, and in line with current education trends.

Keywords: Visual thinking - Geometry Learning - Heritage Learning - Augmented Virtuality - Kinect.