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Los objetivos que se pretenden en este libro son, entre otros, contar con un material de apoyo para analizar el entorno social en la etapa infantil ya que de él extrae el niño los primeros conocimientos, proporcionar una formación sólida científica y didáctica para desarrollar la enseñanza y el aprendizaje de los contenidos sociales, servir como guía didáctica para el profesorado y suministrar una bibliografía especializada. Para ello, la obra se ha estructurado en dos partes.
En esta obra se trata de analizar tanto el ámbito como las características del conocimiento social, haciendo especial hincapié en su delimitación respecto de otros ámbitos científicos, en los contextos que tienen que ver con su objetividad o cientificidad tanto como con su subjetividad constitutiva, su inserción en la realidad social misma y la necesidad de tener en cuenta una apertura metodológica al mismo tiempo que una perspectiva interdisciplinar, transdisciplinar incluso, aspectos estos últimos que vinculan de un modo particular las ciencias sociales con los retos de la educación en un mundo de creciente complejidad.
The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the 'Black Armband' and 'Whitewash' factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or 'new' history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat 'big picture' historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)).
Integrated Education and Learning aims to discuss novel approaches to offer integrated educational methods. Within the last few years, educational techniques have evolved to favour critical thinking and improve learning skills. This volume links thinking and learning in educational settings and discusses diverse mechanisms that influence this association; including meta-cognitive capacity, memory, cognitive style, conceptual approaches, digitalization, teaching approaches, echoing, and questioning. It embraces this discussion at all levels, from early childhood education to higher education. This book also includes teaching tips for creating a learning environment that cultivates students’ creativity and critical thinking on both online platforms and live-in-classroom. The book follows discussing the merits of an integrated educational paradigm that will help develop highly intellectual thinkers and will promote modern values to face current and future challenges. Finally, the book shows a balance between learning and education to enhance creativity, critical thinking and social skills.
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.
Se pretende contribuir al conocimiento de la complejidad de los procesos de formación inicial y permanente del profesorado de Ciencias Sociales de Educación Infantil, Primaria, Secundaria y Universidad. Su contenido se articula en torno a cuatro núcleos temáticos: modelos y estrategias en la formación del profesora, propuestas y perspectivas en la formación del profesorado de Didáctica de las Ciencias Sociales, conocimiento profesional del profesorado y por último metodología en la enseñanza de la Didáctica de las Ciencias Sociales.