The Malacotheca as a methodological innovation in the

teaching of Prehistory

La Malacoteca como innovación metodológica en la enseñanza

de la Prehistoria

Juan Jesús Cantillo Duarte

, Eduardo Vijande Vila

, Ana Ruiz Gómez

, Laura

Guilloto Bollullos

, Alejandro Muñoz Muñoz

, Paula Luque Porras

, Manuel

López Quiñones

, María del Carmen López Berdugo

, María del Pilar Martínez

Torres

, Isabel Muñoz García

, María de las Nieves Suplet Montado

, Pablo

Aguilar de la Cruz

& Serafín Becerra Martín

Submitted: 21/03/2026; Revised: 12/05/2026; Accepted: 01/06/2026

How to cite this article:

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez

Torres, M. P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra

Martín, S. (2026). La malacoteca como innovación metodológica en la enseñanza de la

Prehistoria. Revista de Innovación y Buenas Prácticas Docentes, 15(1), 65–81.

https://doi.org/10.21071/ripadoc.v15i1.19158

Corresponding author: jesus.cantillo@uca.es

Universidad de Cádiz (España), jesus.cantillo@uca.es, https://orcid.org/0000-0002-6287-4817.

Universidad de Cádiz (España), eduardo.vijande@uca.es, https://orcid.org/0000-0002-7591-5112.

Universidad de Cádiz (España), anaruiz.g04@gmail.com, https://orcid.org/0009-0000-9811-6148.

Universidad de Cádiz (España), laura.guillotobollullos13@gmail.com, https://orcid.org/0009-0008-0956-

0764.

Universidad de Cádiz (España), alejandromuozmuoz@gmail.com, https://orcid.org/0000-0002-8736-3423.

Universidad de Cádiz (España), paulaluqueporras05@gmail.com, https://orcid.org/0009-0006-5495-8099.

Universidad de Cádiz (España), manuel.lopezquinones@alum.uca.es, https://orcid.org/0009-0006-7268-

9830.

Universidad de Cádiz (España), mariadelcarmenberlopez@alum.uca.es, https://orcid.org/0009-0006-

4783-707X.

Universidad de Cádiz (España), pili.martineztorres11@gmail.com, https://orcid.org/0009-0002-8968-1596.

Universidad de Cádiz (España), isabel.munozgarcia@alum.uca.es, https://orcid.org/0009-0009-6302-

250X.

Universidad de Cádiz (España), nieves.supletmontado@alum.uca.es, https://orcid.org/0009-0003-6254-

8522.

Universidad de Cádiz (España), pablo.aguilardelacruz@alum.uca.es, https://orcid.org/0009-0000-7590-

9807.

Museo de Teba (España), serafinbecerramartin@gmail.com, https://orcid.org/0000-0002-7060-2854.

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez Torres, M.

P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra Martín, S.

Abstract:

In this paper, we present the teaching experience derived from the creation of a

malacotheque (shell collection) with educational and research purposes, developed as

part of an innovation and teaching enhancement project approved by the University of

Cádiz. The establishment of this reference collection has made it possible to strengthen

various learning pathways among students at different academic levels (undergraduate

and postgraduate), focusing on the so-called blue economy, one of the main strategic

axes underpinning the university’s academic development. The use of this resource in

the classroom has improved the skills acquired by the pupils, as confirmed by the results

of an anonymous survey.

Keywords: Shell collection, teaching experience, hands-on learning, Prehistory.

Resumen:

En el presente artículo aportamos la experiencia docente que ha supuesto la

creación de una malacoteca con fines formativos e investigativos, como resultado de un

proyecto de innovación y mejora docente autorizado por la Universidad de Cádiz

(España). La creación de esta colección de referencia ha permitido fortalecer distintas

líneas de aprendizaje entre alumnado de diferentes etapas (Grado y Máster), enfocados

hacia la denominada economía azul, uno de los principales ejes sobre los que dicha

universidad está vertebrando su proyección académica. La aplicación de este recurso

en el aula ha mejorado las competencias adquiridas por el alumnado, refrendado por los

resultados de una encuesta anónima.

Palabras clave: Malacoteca, experiencia docente, aprendizaje práctico, Prehistoria.

Revista de Innovación y Buenas Prácticas Docentes

1. INTRODUCTION

Over recent years, the University of Cádiz (Spain) has assumed a prominent role

in initiatives devoted to maritime and marine research. Its leadership within the

institutions that comprise the European University of the Seas and the International

Campus of Excellence of the Sea (CeiMar) has positioned the institution as an

international benchmark in the so-called blue economy.

Motivated by this strategic axis of development, the Department of Prehistory at

the University of Cádiz has promoted a range of research lines addressing, among other

topics, the issue of crossing the Strait of Gibraltar during prehistory (Ramos, 2012), the

phenomenon of megalithism and its relationship with coastal settlement patterns

(Vijande et al., 2025), and the exploitation of marine resources by prehistoric societies

from the Palaeolithic to the Bronze Age (Cantillo, 2017; Ramos et al., 2024). The

incorporation and integration of these themes into university teaching constitutes one of

the principal challenges faced by part of the teaching team. However, the lack of teaching

materials capable of complementing theoretical instruction has represented a significant

obstacle when addressing these approaches, to the detriment of students’ academic

training itself.

With this premise in mind, a project for teaching innovation and improvement was

submitted to the 2024/2025 Innova Call for Teaching Innovation and Improvement

Projects at the University of Cádiz under the title “A Malacological Collection as a

Teaching Tool for Laboratory Practice in Prehistory”. The project’s main objective was to

contribute towards overcoming this difficulty in order to improve the quality of training

provided to undergraduate and postgraduate students. At the same time, from a

perspective oriented towards object-based learning (Egea et al., 2018; Llonch, 2017),

the project was grounded in a practical and experiential learning model aimed at

reinforcing the acquisition of specific competences in Prehistory through direct

observation, the handling of remains, and comparative analysis. In this regard, the

malacological collection was conceived not merely as a support resource, but as an

active tool for teaching innovation designed to connect theoretical content with laboratory

practice and to encourage more autonomous and applied forms of learning. The project

was approved (code sol-202400284367-tra) and developed by members of the research

group Thalassa. Megalithism and Coastal Societies of Recent Prehistory in Southern

Iberia (PAI HUM 1127) and the Marine Research Institute of the University of Cádiz

(INMAR).

A malacological collection is a reference collection of molluscs from different

environments (marine, freshwater, and terrestrial). From a biological perspective, the

phylum Mollusca is divided into eight classes, of which only four were relevant to the

present project, all of marine origin: bivalves, gastropods, cephalopods, and

scaphopods, which constituted the principal focus of collection activities throughout

much of prehistory. The creation of this type of collection is based on a dual objective:

firstly, to support university teaching and, secondly, to provide a basis for comparative

analyses in research projects in which archaeomalacological remains are documented.

Several national institutions possess this type of supporting material, among which the

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez Torres, M.

P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra Martín, S.

malacological collection of the International Institute for Prehistoric Research of

Cantabria (IIIPC) is particularly noteworthy. This collection, comprising more than 100

different species and 2,000 specimens available to researchers, is employed as a

reference in numerous projects aimed at identifying both the collection preferences and

gathering areas of prehistoric human groups, as well as reconstructing the climatic

conditions of different periods.

Special mention should also be made of the collection housed in the Department

of Prehistory, Ancient History and Archaeology at the University of Salamanca, which

contains 105 mollusc species, 20 crustacean species, and 18 fish species, among

others. Alongside these university collections, those safeguarded by museum

institutions, such as the National Museum of Natural Sciences, are particularly

significant. In this case, the museum houses one of the largest and most important

mollusc collections in the world, with nearly two million specimens (Araujo, 2021),

supported by more than two centuries of tradition, since the collection was initiated in

1771 under the patronage of King Charles III following the donation made by Pedro

Franco Dávila (Bragado et al., 2017).

Finally, due to its close connection with our teaching project, particular attention

should be drawn to the enhancement and promotion currently being undertaken by the

Museum of Cádiz of the outstanding collection of marine molluscs donated by the

geologist Juan Gavala y Laborde. This process of documentation, identification, and

cataloguing is currently the subject of study by malacologists from the Gaditana Society

of Natural History (Ríos and Amarillo, 2024).

2. OBJECTIVE

The malacological collection presented at the University of Cádiz is conceived as

a systematic educational intervention. It has been installed in the Archaeology and

Prehistory teaching laboratory of the Faculty of Arts and Humanities. Its principal aim is

to become a reference collection, and it has been established with the intention of

expanding progressively through successive fieldwork campaigns and/or donations.

The collection is primarily based on the compilation of species that, throughout

history, have played a significant role due to their multiple uses (as food resources,

working tools, containers, ornaments, sound-producing instruments, in dye production,

ceramic manufacture, and so forth), and which have been identified as such within an

increasingly extensive body of scholarship produced by researchers specialising in the

field of Archaeomalacology, one of the principal branches of Archaeozoology.

Therefore, beyond purely biological or ethological interests, the purpose of this

collection is to provide comparative samples for the identification of mollusc remains

recovered from archaeological contexts within the framework of university-level teaching

in Prehistory. The ultimate objective is to evaluate how the use of tangible and

comparative material enhances the acquisition of competences within the classroom.

Revista de Innovación y Buenas Prácticas Docentes

3. METHOD

In order to create the collection, it was necessary to implement a staged

methodology which, beginning from an initial foundation, progressively addressed the

selection, collection, preservation, and cataloguing of specimens, before ultimately being

employed in several modules taught within both the History Degree and the Master’s

Degree in Heritage, Archaeology and Maritime History at the University of Cádiz (Spain).

Accordingly, three phases were developed. The first two involved greater

participation by the teaching staff (creation of the malacological collection and specimen

processing), while the final implementation phase placed students at the centre of the

learning process as the principal participants (Figure 1).

Figure 1

Staged methodology implemented in the creation of the malacological collection for pedagogical

purposes.

Note. Image created using NotebookLM.

3.1. Design of the Resource: The Malacological Collection

3.1.1. Collection of Species

During November 2024 and throughout spring 2025, members of the project

carried out the collection of molluscs in a range of pre-established natural habitats,

including, among others, Playa El Palmar (Figure 2), Cala Roche, and the pier area of

the Faculty of Marine Sciences at the University of Cádiz, located on the Río San Pedro

estuary.

This strategy ensured the representativeness and diversity of the malacological

fauna of the Cádiz coastline, which was essential for the initial development of the

collection.

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez Torres, M.

P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra Martín, S.

Figure 2

Sampling at Playa El Palmar (Vejer de la Frontera, Cádiz) and detail of the discovery of a

Dentalium, together with other malacological remains.

3.1.2. Cataloguing

Subsequently, each specimen was dry-cleaned, preserved, and documented

through the creation of an individual catalogue record. This record included detailed

information on the species (taxon), habitat, distribution area, place of collection, and

known or attributed uses in prehistory (historical observations), together with specific

bibliographic references to archaeological contexts in which it had been recorded.

Within this cataloguing phase, in which undergraduate students who are also

collaborators within the Prehistory unit participated, it was necessary to incorporate

taxonomic, ecological, and geographical data. For this purpose, several key reference

works were consulted (Gofas et al., 2012; Hayward et al., 1998; Hayward & Ryland,

1996; Lindner, 1983; Poppe & Goto, 1993a, 1993b; Sabelli, 1980). Nomenclature

followed the CLEMAM checklist (Check List of European Marine Molluscs,

https://www.bodc.ac.uk/resources/inventories/edmed/report/4628/) and the World

For the organisation and cataloguing of the molluscs (Figure 3), zip-lock plastic

bags, small lidded containers, and plastic storage cases available in the laboratory were

used. This enabled the project to be carried out without requiring additional budget

allocation beyond the institutional resources provided by the university. The molluscs

were arranged randomly by species. Each specimen was assigned its corresponding

bag, together with a small label indicating its scientific name and an inventory number

linked to more detailed information.

This work made it possible to establish a structured, organised, didactic,

accessible, and functional reference material for purposes related both to teaching and

to future research lines developed by students in training and established researchers.

Figure 3

Sorting and cataloguing phase of species in the Archaeology and Prehistory Laboratory of the

University of Cádiz, with the participation of undergraduate students.

Revista de Innovación y Buenas Prácticas Docentes

3.1.3. Digitisation

Finally, each specimen was photographed using a Nikon D6400 digital camera,

following a consistent protocol: dorsal and ventral views in the case of bivalves, and

frontal and dorsal apertural views in the case of gastropods (Martinell & Domenech,

2021). Each image included an appropriate scale in order to provide an accurate

estimation of the size of the different remains. The images were subsequently processed

using Adobe Photoshop CS6.

This photographic database is particularly valuable for several reasons. Firstly, it

is useful for the preparation of illustrative plates for future publications by members of

the research group. Secondly, it reduces the need for constant direct handling of the

samples, thereby minimising potential degradation, especially in species with fragile

structures. Finally, it enables remote access without the need for physical loan requests,

thus facilitating consultation.

All descriptive and photographic information was integrated into a Microsoft

Access database, in which a series of descriptive fields were organised into three

sections. The first section contains basic information about the species, including its

scientific designation and the various common names used in the area where it was

collected, together with a sequential inventory number. The second section includes

taxonomic data, focused on a biological description with particular attention to the place

of collection and habitat, allowing the recording of geographical distribution and

environmental factors. The third section is designed, on the one hand, to include an

image of the specimen to assist identification and, on the other, to provide a historical

observations field describing the different uses of the species throughout history, based

on published studies and case analyses. The record concludes with bibliographic

references (Figure 4).

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez Torres, M.

P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra Martín, S.

Figure 4

Example of a catalogue record created for the malacological collection

3.2. Design of the Teaching Intervention

The intervention was carried out on a sample comprising 60 undergraduate

students enrolled in the Degree in History and 8 postgraduate students enrolled in the

Master’s Degree in Heritage, Archaeology and Maritime History at the University of

Cádiz. These groups were selected because they represent two different levels of

competence and because, in the respective teaching guides for the modules Universal

Prehistory II and Archaeozoology: Basic Techniques, both include content related to the

exploitation of marine resources in different stages of prehistory. Accordingly, the study

design was based on a basic training group and an advanced training group.

Sessions were conducted in the Archaeology and Prehistory Teaching

Laboratory. Following a theoretical component, students addressed the topics from a

predominantly practical perspective. To this end, they undertook tasks involving

observation, taxonomic identification, and quantitative analysis in groups of

approximately 10–12 students in the case of undergraduates, which enabled the

implementation of content under conditions conducive to effective learning outcomes.

Once the classes had been completed, and in order to assess the impact of the

implementation of this new teaching resource in university education, a survey was

designed using Google Forms, consisting of eight items. This questionnaire was

administered to students from both modules. The aim of the survey was to evaluate the

effectiveness of this type of teaching resource and students’ perceptions of the

pedagogical value of the malacological collection, as well as to measure the level of

satisfaction generated by the use of tangible materials.

To this end, the questionnaire addressed questions such as: How would you

assess your prior level of knowledge in archaeomalacology before undertaking the

practical sessions with the malacological collection? To what extent have the practical

sessions helped you to better understand the theoretical content of the module? Do you

consider that direct work with the samples (observation, classification, and analysis) has

Revista de Innovación y Buenas Prácticas Docentes

enhanced your practical learning? Was the methodology used for identifying and

cataloguing malacological species clear and useful? How would you rate the usefulness

of the malacological collection as a teaching resource compared with other laboratory

practices? To what extent has this experience helped you develop methodological skills

applicable to archaeological research (classification, quantification, biometric analysis)?

Would you recommend maintaining and integrating the malacological collection as a

permanent teaching resource in Prehistory and Archaeology modules? Finally, students

were invited to provide comments or suggestions for improving future practical sessions.

The data were processed using descriptive statistical analysis (frequencies and

percentages) and content analysis for open-ended responses.

4. RESULTS

4.1. The Malacological Collection as a Product of Academic Activity and

Curricular Integration

The malacological collection was created with the participation of student

collaborators from the Prehistory area within the framework of the teaching innovation

and improvement project described in this article. It has enabled undergraduate and

Master’s students to interact, through a “learning by doing” methodology, with an initial

collection comprising 48 different marine species, of which 17 are bivalves, 25

gastropods, one cephalopod, two crustaceans, one cnidarian, one scaphopod, and one

echinoderm. This initial taxonomic representation reflects not only species frequently

present in prehistoric archaeological contexts in the Strait of Gibraltar area (Cantillo,

2017; Ramos et al., 2024), but also includes specimens of relevance for historical and

archaeological contexts from more recent periods. It also constitutes a valuable resource

for palaeoenvironmental reconstruction, as each record includes biological information

relating to collection site, habitat, and the common names by which the species are

known in the region (Figure 5).

The scientific value of this collection lies not only in the availability of a digital

database, but also in the existence of a tangible and comparative collection accessible

to future researchers whose work focuses on archaeomalacology. In this regard, several

students are currently beginning their Final Degree Projects (TFGs), Master’s

Dissertations (TFMs), and doctoral theses, specialising in a field for which the

malacological collection represents a highly significant training tool. It should be noted

that all of this is the result of the consolidation of a research line that originated with the

doctoral thesis of one of the authors (Cantillo, 2012) and which has now been

incorporated into university teaching as a tool for improving knowledge of marine

resource exploitation in prehistory.

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez Torres, M.

P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra Martín, S.

Figure 5

Catalogue entry from the malacological collection

4.2. The Malacological Collection in the Classroom: Objective Evidence of

Learning

The incorporation of the malacological collection into university teaching has

produced significant results, both in pedagogical terms and in the acquisition of specific

competences aligned with the teaching guides of the modules involved. Direct access to

collections of molluscs has enhanced the practical dimension of classes by providing

students with tangible material with which to work directly. Furthermore, it has facilitated

a broader understanding of all the elements involved in an archaeomalacological study.

In the case of the module Universal Prehistory II, the malacological collection

facilitated the transition from theoretical to practical content, allowing greater attention to

be devoted to species and their potential uses during this period. This learning outcome

was aligned with specific competences aimed at helping students to understand the

relationship between Late Prehistoric human groups and the natural environment,

particularly through the ability to analyse and interpret the archaeological record.

Similarly, in the module Archaeozoology: Basic Techniques, the collection

enabled students to achieve a more comprehensive understanding of mollusc

morphology, improved taxonomic identification through direct observation, and a closer

engagement with the quantification of minimum numbers of individuals. Overall, it

promoted better retention of concepts in comparison with more theoretical or lecture-

based classes in which resources are accessible only through conventional slide

presentations. All of these aspects were integrated into the specific competence

designed to ensure that students acquire knowledge of Archaeozoology as part of a

comprehensive archaeological and historical education, as well as the ability to identify,

evaluate, and apply the different scientific disciplines used in archaeology.

One objective indicator of the effectiveness of this resource is its immediate

integration into students’ scientific production. To date, the malacological collection has

Revista de Innovación y Buenas Prácticas Docentes

served as the experimental basis for two undergraduate dissertations (TFGs) and two

Master’s dissertations (TFMs) that have already been defended. In addition, three

undergraduate dissertations and one doctoral thesis currently in progress are using this

collection as a reference resource. Furthermore, it will provide the foundation and

supporting material for future scientific publications.

Finally, the effectiveness of the malacological collection as a pedagogical

resource has been confirmed through the analysis of evaluation surveys (Figure 6),

completed voluntarily by a total of 15 students, of whom 12 were enrolled in the Degree

in History and 3 in the Master’s Degree in Heritage, Archaeology and Maritime History

at the University of Cádiz. The data reveal that students’ prior level of knowledge in

archaeomalacology before instruction was considered moderate (40%), low (26.7%), or

even very low (33.3%). Nevertheless, following contact with the malacological collection,

the acquisition of specific competences related to the discipline was observed at levels

situated between “considerably” and “substantially”.

Particularly significant was the evaluation of the impact of direct work with the

samples (observation, classification, and analysis). In this regard, 80% of respondents

considered that it had substantially enhanced their practical learning. This assessment

is supported by the methodological rigour employed in the identification and cataloguing

of malacological species, as 53.3% considered the methodology to be excellent, while

46.7% regarded it as very clear.

In addition, when compared with other laboratory practices, the malacological

collection continued to receive highly positive evaluations. The majority of respondents

considered its usefulness to be similar (53.3%), whereas a significant proportion

regarded it as greater (40%) or even much greater (6.7%).

With regard to the use of this resource for the development of methodological

skills applicable to archaeological research (classification, quantification, biometric

analysis, and related techniques), the results indicate that it had helped “considerably”

for 40% of respondents, “substantially” for 33.3%, and “to some extent” for 26.7%, with

no respondents indicating that it had helped “little” or “not at all”. Finally, all students

participating in the survey unanimously recommended maintaining and integrating the

malacological collection as a permanent resource within modules in the areas of

Prehistory and Archaeology. Responses ranged from those expressing complete

certainty (46.7%) to those responding positively (53.3%), thereby consolidating the

malacological collection as a highly valuable teaching resource capable of

complementing theoretically based instruction. In terms of suggestions for improving

future practical sessions with the malacological collection, comments included

observations such as: “I found it very comprehensive, and archaeomalacology could

serve as a model that may be extrapolated to other subjects such as Ancient History”,

“Provide more than one session”, and “Expand the teaching innovation project in order

to create a larger malacological collection”. These responses are particularly

encouraging and indicative of the positive reception of this new pedagogical resource.

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez Torres, M.

P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra Martín, S.

Figure 6

Graphs showing the results of the survey on the malacological collection as a teaching resource

5. DISCUSSION

The malacological collection created within the framework of the teaching

innovation project should not be regarded as an object in itself, but rather as a driver of

Revista de Innovación y Buenas Prácticas Docentes

learning for students at different stages of their academic training, both at introductory

(undergraduate) and advanced (Master’s) levels. In both cases, it acts as a catalyst for

methodological change in teaching by implementing object-based learning centred on

tangible materials and by mitigating the limitations associated with more theoretical forms

of instruction.

As demonstrated by the survey results, the perceived usefulness of the tangible

resource is notably high (80%). In this regard, the value of materiality suggests that the

physical perception of objects—in this case, malacological remains—facilitates a deeper

understanding of course content than other forms of digital support. The collection also

functions as an effective bridge between the stages of academic training and

professional development, as evidenced by its use in the preparation of several

academic research projects, including TFGs, TFMs, and doctoral theses. Consequently,

the collection not only fulfils its role as a pedagogical resource, but also contributes to

fostering students’ scientific careers from their initial stages through to more advanced

phases of research activity.

In addition, the implementation of the malacological collection has enabled the

fulfilment of another of the project’s objectives: to raise students’ awareness of

environmental conservation and the rational management of natural resources through

the analysis of prehistoric ecosystems. This initiative, aligned with the Sustainable

Development Goals (SDGs) of the 2030 Agenda, established parallels between

contemporary challenges and practices documented in the archaeological record. During

the sessions, episodes of intense anthropogenic pressure on certain mollusc species

during prehistoric and protohistoric periods were examined. Particular emphasis was

placed on the intensive overexploitation of limpets in the Cantabrian region during the

Mesolithic (Gutiérrez Zugasti, 2009), as well as that of murex species in the eastern

Mediterranean for the purple dye industry (Cantillo et al., 2014), whose impacts reduced

specimen size and even threatened species survival (Jackson et al., 2001; Reese, 1980).

The integration of this diachronic perspective fostered not only an understanding of the

past, but also ecological awareness and the transfer of knowledge between archaeology

and current sustainability challenges.

Finally, for the University of Cádiz itself, the project represents the beginning of a

long-term initiative aimed at continuing to expand the collection through the incorporation

of new species, thereby creating a unique reference resource for both teaching staff and

students. It therefore constitutes an asset of considerable strategic value for the Faculty

of Arts and Humanities, the Marine Research Institute of the University of Cádiz

(INMAR), and the university as a whole, whose strategic development is strongly

connected to the sea and its natural resources. For students, this collection should not

be understood merely as a “repository or storage facility for mollusc shells”, but rather

as a resource that lecturers may use to invigorate the teaching–learning process through

experiential knowledge. It will also be valuable for researchers, who may employ it as a

comparative reference collection in archaeomalacological studies and as a means of

promoting knowledge transfer, an increasingly important aspect within contemporary

academic environments.

Cantillo Duarte, J. J., Vijande Vila, E., Ruiz Gómez, A., Guilloto Bollullos, L., Muñoz

Muñoz, A., Luque Porras, P., López Quiñones, M., López Berdugo, M. C., Martínez Torres, M.

P., Muñoz García, I., Suplet Montado, M. N., Aguilar de la Cruz, P., & Becerra Martín, S.

Despite the highly positive reception, the initial size of the collection (48 species)

represents only a fraction of the malacological potential of the study area. In the future,

the project should focus on expanding the representation of species that are less

common in archaeological contexts, as well as formalising protocols in order to obtain

more quantitative and methodologically rigorous indicators of learning outcomes.

6. CONCLUSIONS

The creation of the malacological collection as a teaching resource has

represented a significant advance for the laboratory practices associated with the

modules Universal Prehistory II (Degree in History) and Archaeozoology: Basic

Techniques (Master’s Degree in Heritage, Archaeology and Maritime History) at the

University of Cádiz, through the incorporation of a more tangible component capable of

complementing theoretical instruction.

In the case of the undergraduate programme, students were able to work directly

with reference material that enabled them to become familiar with the morphology and

nomenclature of different mollusc species, as well as to recognise modifications

associated with their prehistoric exploitation, thereby facilitating a clearer understanding

of the diversity of their uses (dietary, ornamental, functional, and others).

For the Master’s programme in Heritage, Archaeology and Maritime History, the

malacological collection provided significant added value in methodological training by

supplying a reference collection for the application of classification, quantification, and

biometric analysis techniques, support material for practical archaeozoological

exercises, and a consultation resource for future Master’s dissertations and doctoral

theses. Its impact has resulted in an improvement in the quality of training through the

availability of a stable, institutionally based resource at the University of Cádiz, increased

student motivation through the incorporation of direct observational practices, and

transversal transferability, given that it may also serve as a future resource for subjects

related to Classical Archaeology, Maritime History, or the blue economy, strategic areas

currently being strongly promoted by the university.

Finally, in terms of research projection, the project has been particularly

stimulating for the teaching staff by enabling students approaching the completion of

their studies to develop research lines focused on archaeomalacology. Working with

these samples has fostered student interest, enriching not only their knowledge but also

opening opportunities for the development of future undergraduate and Master’s

dissertations through the implementation of research lines centred on marine resources

and reinforcing the strategic axes upon which the University of Cádiz structures its

institutional growth. Within this context, two undergraduate dissertations and two

Master’s dissertations have already been defended, while three undergraduate

dissertations and one doctoral thesis are currently being developed from an

archaeomalacological perspective. Furthermore, this training has also benefited

students from the University of Granada and the University of Magdalena under the

supervision of one of the authors. All of this constitutes evidence of the interest generated

by the creation of the malacological collection and demonstrates how teaching innovation

Revista de Innovación y Buenas Prácticas Docentes

projects and examples of good pedagogical practice can generate synergies both in the

educational experience and in academic projection towards specific research lines.

Looking towards the future, there are plans to continue expanding the collection,

conceived as a living and dynamic project, while also strengthening the relationship

between students and the malacological collection in order to further enhance teaching

in future academic years. Nevertheless, it should be emphasised that the creation of this

collection alone has already received highly positive evaluations, not only from students,

as reflected in the survey responses, but also from the University of Cádiz itself, having

been awarded the “Mention of Excellence” by resolution of the Vice-Rectorate for

Teaching Staff at the request of the Committee for Teacher Training and Teaching

Innovation.

7. ACKNOWLEDGEMENTS

This article forms part of the teaching innovation and improvement project “A

Malacological Collection as a Teaching Tool for Laboratory Practice in Prehistory” (code

sol-202400284367-tra), developed within the INNOVA Call, academic year 2024/2025,

at the University of Cádiz.

We would like to thank all undergraduate students from the Degree in History and

postgraduate students from the Master’s Degree in Heritage, Archaeology and Maritime

History at the University of Cádiz who participated voluntarily and anonymously in the

surveys. Finally, we are also grateful to the anonymous reviewers for their enriching and

constructive comments, which contributed to improving the original version of the

manuscript.

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