Cases on Historical Thinking and Gamification in Social Studies and Humanities Education
Información General
- Autores: María Martínez Hita, Cosme Jesús Gómez Carrasco, Pedro Miralles Martínez
- Editores: IGI Global
- Año de publicación: 2019
- País: Estados Unidos
- Idioma: inglés
- ISBN: 978-1-6684-5244-8
- Texto completo no disponible (Saber más ...)
Otros catálogos
- Citas a capítulos: 1 Citas
Listado de artículos
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págs. 1-18
págs. 19-36
Historical thinking as a dynamic vehicle for teaching through key competences: the roles of the teacher and the school
Maria Glória Parra Santos Solé, Francisco Javier Trigueros Cano, Ana María Rubio Leiva, Jesús Molina Saorín
págs. 37-51
págs. 52-67
Impact of a gamified experience on the promotion of historical thinking in primary education
Carlota López Fernández, Sergio Tirado Olivares, Rafael Villena Taranilla, Ramón Cózar Gutiérrez
págs. 68-82
Historical thinking development through gamification: secondary education and teacher training applications
Borja Aso Morán, Alodia Rubio Navarro, Silvia García Ceballos
págs. 83-104
Gamified teaching strategies to work on historical thinking: methodological applications
págs. 105-118
Gamification: a learning technique for the dynamization of the teaching of Social Sciences
Juan-Carlos de la Cruz-Campos, Santiago Pozo Sánchez, Blanca Berral Ortiz, Santiago Alonso-García
págs. 119-141
Gamification through mobile learning in university students: a teaching innovation proposal
Inmaculada Aznar Díaz, María Pilar Cáceres Reche, Juan Manuel Trujillo Torres, José María Romero Rodríguez
págs. 142-157
Use of digital historical material and alternative teaching tools in History lessons project TEBIT
Neval Akça Berk, Fatma Gültekin, Fatih Berk, Mutlu Üstündağ, Erhan Güneş, Gülin Karabağ, Mustafa Tanrıverdi, Mevlüt Uysal, Selahattin Kaymakcı, Ahmet Tokdemir
págs. 158-180
What do secondary students know about video games?: previous ideas and predisposition to learning Social Sciences with video games
Rocío Jiménez Palacios, José María Cuenca López, Inmaculada López Cruz
págs. 181-204
Learning to understand historical context: role-playing game “The Nuremberg prosecutors”
María Pilar Rivero Gracia, Iñaki Navarro Neri, Sergio Sánchez Martínez, Miguel Angel Pallarés Jiménez
págs. 205-227
págs. 228-245
págs. 246-258
Ramón Méndez Andrés, Álvaro Chaparro Sainz, Rubén Martínez Sánchez, María del Mar Felices de la Fuente
págs. 259-280
