Información General

• Autores: Delfín Ortega Sánchez (coord.)
• Editores: Springer Suiza
• Año de publicación: 2022
• Colecciones: Integrated Science
• País: Suiza
• Idioma: español
• ISBN: 9783031086960
• Texto completo no disponible (Saber más ...)

Resumen

• The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016).

  Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009). These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008). The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009).

  In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.

Otros catálogos

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Listado de artículos

• • Teaching Controversial Issues and Social Problemsfrom an Integrated Perspective

    Delfín Ortega Sánchez

    pág. 1

    

  • On Integrating Mathematics Education and Sustainability in Teacher Training:: Why, to What End and How?

    Ángel Alsina i Pastells

    págs. 9-21

    

  • Social Sciences Education Based on Social Problems:Traditions and Integrative Tendencies

    Antoni Santisteban Fernández

    pág. 23

    

  • Controversial Heritage, Ecosocial Education and Citizenship.Connections for the Development of Heritage Educationin Formal Education

    Elisa Arroyo Mora, Sergio Sampedro Martín, Myriam J. Martín Cáceres, José María Cuenca López

    pág. 35

    

  • A New Education for a New Era: Transdisciplinarity,Transversal Competences and an Eclectic Approachto Evaluation

    José Luis Aróstegui Plaza

    pág. 53

    

  • Historical Thinking and Controversial Issues in Social Studies Education

    Pedro Miralles Martínez, Nilson Javier Ibagón

    págs. 65-80

    

  • Education and Controversial Topics in Post-conflict Societies:The Coexistence and Memory Project in Contemporary TeacherTraining in the Basque Country

    Alex Ibáñez Etxeberria, Leire Albás Ibeas, Sara Gaskue Burutaran, Naiara Vicent

    pág. 81

    

  • History Education and Democratic Memory: An Analysis of the Opinions of Social Sciences Teachers in Initial Training

    Jairo Rodríguez Medina, Ramón López Facal, Cosme Jesús Gómez Carrasco

    págs. 99-114

    

  • The Use of Controversial Issues in Higher Educationfor Citizenship Learning

    Noelia Pérez Rodríguez, Nicolás de Alba Fernández, Elisa Navarro Medina

    pág. 115

    

  • Perceptions of STEAM+CLIL Integration: Resultsof a Co-teaching Proposal During Initial Teacher Training

    Almudena Alonso Centeno, Jairo Ortiz Revilla, Ileana M. Greca, Esther Sanz de la Cal

    pág. 135

    

  • The Contribution of Interdisciplinary Education to theDevelopment of Students Competences with IntellectualDisabilities. An Analysis from the Social and Rights Model

    María Teresa Ortega Camarero, Vanesa Baños Martínez

    pág. 153

    

  • COPACUL:: An Innovative Didactic Project on HeritageConservation for High School Students

    Manuel García Heras, Cristina Gil, Fernando Agua, Alejandro Pinilla, Fátima Quijada, María Ángeles Villegas

    pág. 171

    

  • Problematizing STEM Integration from an Epistemologicaland Identity Perspective

    Digna Couso, Carme Grimalt Álvaro, Cristina Simarro Rodríguez

    pág. 183