國立高雄大學圖資館 |

登入

回首頁 到查詢結果 [ subject:"Education Science." ]

Controversial issues and social problems for an integrated disciplinary teaching

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Controversial issues and social problems for an integrated disciplinary teachingedited by Delfin Ortega-Sanchez.
其他作者:	Ortega-Sanchez, Delfin.
出版者:	Cham :Springer International Publishing :2022.
面頁冊數:	viii, 199 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Interdisciplinary approach in education.
電子資源:	https://doi.org/10.1007/978-3-031-08697-7
ISBN:	9783031086977$q(electronic bk.)

Controversial issues and social problems for an integrated disciplinary teaching
Controversial issues and social problems for an integrated disciplinary teaching[electronic resource] /edited by Delfin Ortega-Sanchez. - Cham :Springer International Publishing :2022. - viii, 199 p. :ill., digital ;24 cm. - Integrated science,v. 82662-947X ;. - Integrated science ;v.2..

1. On integrating mathematics education and sustainability in teacher training: why, to what end and how? -- 2. Social sciences education based on social problems: traditions and integrative tendencies -- 3. Controversial heritage, ecosocial education and citizenship. Connections for the development of heritage education in formal education -- 4. Education for a New Era: Transdisciplinarity, Key Competences and an Eclectic Approach to Evaluation -- 5. Historical thinking and controversial issues in social studies education -- 6. Education and controversial topics in post-conflict societies: The Coexistence and Memory project in contemporary teacher training in the Basque Country -- 7. History education and democratic memory. An analysis of the opinions of social sciences teachers in initial training -- 8. The use of controversial issues in Higher Education for citizenship learning -- 9. Perceptions of STEAM+CLIL integration: results of a co-teaching proposal during initial teacher training -- 10. The contribution of interdisciplinary education to the development of students competences with intellectua1l disabilities. An analysis from the social and rights model -- 11. COPACUL: An innovative didactic project on Heritage conservation for high school students -- 12.Disciplinary boundaries in STEM education from an identity perspective.

The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014) It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016) Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009) These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008) The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009) In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.

ISBN: 9783031086977$q(electronic bk.)

Standard No.: 10.1007/978-3-031-08697-7doiSubjects--Topical Terms:

220853
Interdisciplinary approach in education.

LC Class. No.: LB2361 / .C65 2022

Dewey Class. No.: 375

Controversial issues and social problems for an integrated disciplinary teaching
LDR:04594nmm a2200337 a 4500 001 630534
003 DE-He213
005 20220930142216.0
006 m d
007 cr nn 008maaau
008 230329s2022 sz s 0 eng d
020 $a 9783031086977$q(electronic bk.)
020 $a 9783031086960$q(paper)
024 7 $a 10.1007/978-3-031-08697-7 $2 doi
035 $a 978-3-031-08697-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2361 $b .C65 2022
072 7 $a JNA $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JNA $2 thema
082 0 4 $a 375 $2 23
090 $a LB2361 $b .C764 2022
245 0 0 $a Controversial issues and social problems for an integrated disciplinary teaching $h [electronic resource] / $c edited by Delfin Ortega-Sanchez.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a viii, 199 p. : $b ill., digital ; $c 24 cm.
490 1 $a Integrated science, $x 2662-947X ; $v v. 8
505 0 $a 1. On integrating mathematics education and sustainability in teacher training: why, to what end and how? -- 2. Social sciences education based on social problems: traditions and integrative tendencies -- 3. Controversial heritage, ecosocial education and citizenship. Connections for the development of heritage education in formal education -- 4. Education for a New Era: Transdisciplinarity, Key Competences and an Eclectic Approach to Evaluation -- 5. Historical thinking and controversial issues in social studies education -- 6. Education and controversial topics in post-conflict societies: The Coexistence and Memory project in contemporary teacher training in the Basque Country -- 7. History education and democratic memory. An analysis of the opinions of social sciences teachers in initial training -- 8. The use of controversial issues in Higher Education for citizenship learning -- 9. Perceptions of STEAM+CLIL integration: results of a co-teaching proposal during initial teacher training -- 10. The contribution of interdisciplinary education to the development of students competences with intellectua1l disabilities. An analysis from the social and rights model -- 11. COPACUL: An innovative didactic project on Heritage conservation for high school students -- 12.Disciplinary boundaries in STEM education from an identity perspective.
520 $a The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014) It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016) Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009) These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008) The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009) In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.
650 0 $a Interdisciplinary approach in education. $3 220853
650 1 4 $a Education Science. $3 931836
650 2 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a Social Education. $3 924587
650 2 4 $a Society. $2 eflch $3 462061
650 2 4 $a Arts. $3 176960
700 1 $a Ortega-Sanchez, Delfin. $3 935755
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Integrated science ; $v v.2. $3 893375
856 4 0 $u https://doi.org/10.1007/978-3-031-08697-7
950 $a Education (SpringerNature-41171)