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

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

Coordinado por Antoni Santisteban y Neus González Monfort 

Published: 2021-04-01

Full Issue

Preliminares

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
    DOI: https://doi.org/10.17398/2531-0968.08.8

  • Rethinking Social Science Teaching in Times of Change

    Edda Sant Obiols
    23-37
    DOI: https://doi.org/10.17398/2531-0968.08.23

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

    Carmen Escribano Muñoz
    38-57
    DOI: https://doi.org/10.17398/2531-0968.08.38

  • Imperfect Classroom: democracy, utopia and history teaching

    Caroline Pacievitch
    58-71
    DOI: https://doi.org/10.17398/2531-0968.08.58

  • 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
    DOI: https://doi.org/10.17398/2531-0968.08.72

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

    Gabriel Villalón-Gálvez
    89-105
    DOI: https://doi.org/10.17398/2531-0968.08.89

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

    Rafael Olmos Vila
    106-125
    DOI: https://doi.org/10.17398/2531-0968.08.106

  • 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
    DOI: https://doi.org/10.17398/2531-0968.08.126

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

    María Paula González
    141-155
    DOI: https://doi.org/10.17398/2531-0968.08.141

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

    Carlos Daniel Gunzelmann, Facundo Agustín López, Miguel Ángel Jara
    156-171
    DOI: https://doi.org/10.17398/2531-0968.08.156

  • 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
    DOI: https://doi.org/10.17398/2531-0968.08.172

Artículos

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

    María Aurora Arjones Fernández, Anabel Fernández Moreno
    190-208
    DOI: https://doi.org/10.17398/2531-0968.08.190

  • 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
    DOI: https://doi.org/10.17398/2531-0968.08.209

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

    Mónica Cava Pagán, Laura Arias Ferrer
    224-242
    DOI: https://doi.org/10.17398/2531-0968.08.224

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

    José María Cuenca López, Marta Pérez González
    243-265
    DOI: https://doi.org/10.17398/2531-0968.08.243

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

    Yolanda Baraja Reyes
    266-282
    DOI: https://doi.org/10.17398/2531-0968.08.266