No. 8 (2021): Didáctica de la Historia. Homenaje a Joan Pagès

Preliminares

Preliminares

Equipo Editorial

1-7
- PDF (Spanish)

Special issue

In memoriam of the master Joan Pagès: Teaching social sciences for a better world

Antoni Santisteban Fernández, Jordi Castellví Mata, Neus González Monfort, Gustavo González Valencia, Mariona Massip Sabater

8-22
- pdf (Spanish)
Rethinking Social Science Teaching in Times of Change

Edda Sant Obiols

23-37
- PDF (Spanish)
Teaching to think about the future by teaching and learning historical time

Carmen Escribano Muñoz

38-57
- PDF (Spanish)
Imperfect Classroom: democracy, utopia and history teaching

Caroline Pacievitch

58-71
- PDF (Portuguese)
Ideas of educational communities on democratic citizenship in the pandemic context in Chile: a view from the Joan Pagès’s contributions

Sixtina Pinochet Pinochet, Javier Mercado-Guerra

72-88
- PDF (Spanish)
Historical knowledge and citizenship education. Inclusion of other historical narratives for a New School History

Gabriel Villalón-Gálvez

89-105
- pdf (Spanish)
Where do crabs walk? Future prospects of a generation plagued by two crises

Rafael Olmos Vila

106-125
- pdf (Spanish)
From initial teacher training to the teaching of social knowledge of elementary beginnings teachers: a relationship to build

Diana Marcela Arana Hernández, Martha Cecilia Gutiérrez Giraldo, Carolina Aguirre Arias

126-140
- pdf (Spanish)
Teaching practices in the teaching of history. An analytical proposal based on a case study

María Paula González

141-155
- pdf (Spanish)
Historical thought, social problems and digital culture in the teaching of history

Carlos Daniel Gunzelmann, Facundo Agustín López, Miguel Ángel Jara

156-171
- pdf (Spanish)
Citizenship education, heritage and memory in the teaching of history: case study and action research in the initial training of High School Education teachers

Jesús Estepa Giménez, Emilio José Delgado-Algarra

172-189
- pdf (Spanish)

Artículos

Essay as a tool for teacher training in Education for Citizenship and Human Rights

María Aurora Arjones Fernández, Anabel Fernández Moreno

190-208
- pdf (Spanish)
Legislation and educational innovation in the management of the archaeological heritage in Canary Islands curriculum and current programs

Gisela de la Guardia Montesdeoca

209-223
- pdf (Spanish)
Object based learning in Early Years Education: evaluative study of a teaching intervention

Mónica Cava Pagán, Laura Arias Ferrer

224-242
- pdf (Spanish)
The story in the teaching of heritage: Analysis of didactic proposals in Preschool Education

José María Cuenca López, Marta Pérez González

243-265
- pdf (Spanish)
Programme “Living and Feeling the Heritage”: perspectives before and during confinement due to COVID-19

Yolanda Baraja Reyes

266-282
- pdf (Spanish)

Full Issue

Preliminares

Preliminares

Special issue

In memoriam of the master Joan Pagès: Teaching social sciences for a better world

Rethinking Social Science Teaching in Times of Change

Teaching to think about the future by teaching and learning historical time

Imperfect Classroom: democracy, utopia and history teaching

Ideas of educational communities on democratic citizenship in the pandemic context in Chile: a view from the Joan Pagès’s contributions

Historical knowledge and citizenship education. Inclusion of other historical narratives for a New School History

Where do crabs walk? Future prospects of a generation plagued by two crises

From initial teacher training to the teaching of social knowledge of elementary beginnings teachers: a relationship to build

Teaching practices in the teaching of history. An analytical proposal based on a case study

Historical thought, social problems and digital culture in the teaching of history

Citizenship education, heritage and memory in the teaching of history: case study and action research in the initial training of High School Education teachers

Artículos

Essay as a tool for teacher training in Education for Citizenship and Human Rights

Legislation and educational innovation in the management of the archaeological heritage in Canary Islands curriculum and current programs

Object based learning in Early Years Education: evaluative study of a teaching intervention

The story in the teaching of heritage: Analysis of didactic proposals in Preschool Education

Programme “Living and Feeling the Heritage”: perspectives before and during confinement due to COVID-19

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