No. 45 (2023): Didáctica de las ciencias sociales

• La enseñanza y el aprendizaje de las ciencias sociales en tiempos de incertidumbre

  Pedro Miralles Martínez, José María Campillo Ferrer, Joaquim Prats Cuevas

  5-9

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• Concepts of “Geography” and “History” from basic to higher education - essay in NW Portugal

  Elsa Pacheco, Glória Solé, Laura Soares, Marília Gago

  11-31

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• The Geography and History classroom, a good setting for the development of intercultural education

  Rita Matencio López, Francisca José Serrano Pastor, Carmen Sánchez Fuster

  33-53

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• Experiences and agencies of meanings given to anthropology texts in teaching-learning situations

  Luiz Alberto Couceiro

  55-74

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• The teaching of social sciences for digital citizenship. Interdisciplinary study of media literacy on the curricula of Secondary Education

  Ilaria Bellatti, Judit Sabido Codina, Luciana Sosa, Daniel Hurtado Torres

  75-88

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• Baccalaureate historical thinking competencies: cognitive skill’s analysis in evaluation criteria

  Juan Ramón Moreno Vera, Raimundo Antonio Rodríguez Pérez, José Monteagudo Fernández

  89-107

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• The entrance examinations to the University for the subject of History of Spain in Andalusia (2008-2021). Analysis and evolution

  María del Mar Felices de la Fuente, Ramón Méndez, Álvaro Chaparro Sainz, Jairo Guerrero Vicente

  109-127

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• Evaluation of a didactic innovation unit on the 17th century through historical thinking and visual resources.

  Pedro Miralles Sánchez

  129-144

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• The student as human capital in secondary education: an analysis of the impact of socio-demographic variables on the perception of learning

  Francisco Javier Trigueros Cano, José María Álvarez Martínez-Iglesias, Jesús Molina Saorín, María Victoria Zaragoza Vidal

  145-157

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• The impact of initial teacher training on the representation and uses of History by future Primary School Teachers: a case study

  Samuel Borja García, David Parra Monserrat

  159-172

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• Heritage teaching in southern Italy (Agrigento): teachers’ perceptions

  Alfonso Cimino, Raquel Sánchez Ibáñez

  173-186

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• Italian secondary school teachers’ perceptions on history teaching

  Katia Valentina Famà, Raquel Sánchez Ibáñez

  187-201

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• Analysis of the perception of secondary master students about innovation and educational research in the teaching of history in secondary and baccalaureate education

  María de la Encarnación Cambil Hernández, Andrés Palma Valenzuela

  203-216

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Entrevista

• Entrevista a Ramón López-Facal: Educación histórica en tiempos convulsos

  José Monteagudo, Ramón López-Facal

  217-226

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