Tangible heritage is the material cultural assets that human beings have tried to protect and pass on to the next generations since the first periods of history. Although this understanding of protection was formerly due to religious reasons, habits, traditions and show of power, the scope and nature of protection has changed over time. The inadequacy of national and international laws in the protection of tangible heritage has brought up the education of conscious citizens on this issue. At this point, the importance of school education is emphasized, and it is tried to ensure that students become sensitive about tangible heritage. In this context, the concept of tangible heritage has started to be included in the curriculum. One of the aims of social studies in Turkey is that the protection of cultural heritage and development. Therefore, it is important to examine the views of future social studies teachers, who will teach this course, on the protection of cultural heritage. In this study, it is aimed to examine the dilemmas of social studies teacher candidates regarding the preservation of concrete cultural heritage. In the current study, it is aimed to examine the dilemmas of pre-service social studies teachers regarding the protection of tangible heritage. In this study, it is accepted that the tangible heritage is occurred from historical buildings, historical places, historical monuments and historical objects.  Survey research method was used in the study. The data of the study were collected from 40 social studies teacher candidates. Six different dilemma stories were used in collecting data related to protect tangible heritage. Two of these are religious, two economic, one ethnic-nationalist and one self-interest dilemma stories. Data were collected in the form of written responses. Frequency analysis were used in the analysis of the data. Results showed that the participants sided with the protection of religious structures, the protection of cultural environment and structures, and that they prioritized the protection of their own culture’s structures over those of other cultures. On the other hand, it was observed that the participants were divided over personal benefits in protection of cultural heritage. Moreover, it was observed that participants’ understanding of protection of cultural heritage was weakened regarding the protection of tangible heritages which are portable, vendible, and have a nominal value. Both groups emphasized religious values regarding dilemmas about personal interest on protection of cultural heritage.


Cultural heritage, tangible heritage, historical environment, dilemmas, pre-service social studies teachers