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dc.contributor.editorOrtega-Sánchez, Delfín
dc.date.accessioned2022-02-24T10:36:39Z
dc.date.available2022-02-24T10:36:39Z
dc.date.issued2022
dc.identifierONIX_20220224_9783036528861_90
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/78792
dc.description.abstractThe most recent scientific literature on the treatment of social problems or controversial social questions in the Social Sciences classroom, and their inclusion into curricula, emphasizes the need to introduce students into large-scale social debates where different points of view exist, different interests are at stake, and where it is desirable that they construct their own opinions in that respect from a critical and reasoned perspective. Work with social problems permits a typology of analysis that includes the relative experience of the past and the expectations for the future in a present that is lived, and to consider the temporal relation on the basis of an analysis of changes and continuities that are observable from a comparative perspective. In the comprehension and interpretation of the historicity of the present and in planning the social future, social problems would have to represent a fundamental curricular tenant that gives relevance to the contemporaneousness of the student. In view of the scarcity of studies in this area, this monograph offers a rich collection of studies aimed at answering two structural research questions: What are the purposes of teaching history and social sciences at today’s schools? What is the place of social thought formation and social problems in learning/teaching in Social Sciences?
dc.languageEnglish
dc.subject.classificationbic Book Industry Communication::J Society & social sciences
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.otherend-purposes of history teaching
dc.subject.otherrelevant social problems
dc.subject.otherteacher training
dc.subject.otherPrimary Education
dc.subject.othersocial thought
dc.subject.othersocial studies
dc.subject.othercontroversial issues
dc.subject.othercritical perspective
dc.subject.otherteacher education
dc.subject.otherglobalization
dc.subject.othercritical digital literacy
dc.subject.othersocial problems
dc.subject.otherpre-service teachers
dc.subject.otherwomen
dc.subject.othereducation
dc.subject.otherconceptions
dc.subject.othercompetences
dc.subject.otherevaluation
dc.subject.othersocial sciences
dc.subject.othersecondary education
dc.subject.otherhistorical thinking
dc.subject.othercitizenship education
dc.subject.othersocial studies teacher education
dc.subject.otherpreservice teachers’ perceptions
dc.subject.otherpolitical ideology
dc.subject.othercivic engagement
dc.subject.othermixed methods
dc.subject.otherhistory education
dc.subject.otherschool research
dc.subject.otherglobal citizenship
dc.subject.othermathematics
dc.subject.otherdyslexia
dc.subject.otheranalytical programs
dc.subject.otherintervention
dc.subject.othercontroversial social questions
dc.subject.otherprimary school students
dc.subject.othern/a
dc.titleThe End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems
dc.typebook
oapen.identifier.doi10.3390/books978-3-0365-2886-1
oapen.relation.isPublishedBy46cabcaa-dd94-4bfe-87b4-55023c1b36d0
oapen.relation.isbn9783036528861
oapen.relation.isbn9783036528878
oapen.pages164
oapen.place.publicationBasel


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