https://hdl.handle.net/10259/9063 2026-04-27T19:09:32Z https://hdl.handle.net/10259/9430 The Academic Influence of the Camino de Santiago: A Bibliometric Analysis of Doctoral Research and Indexed Manuscripts Díaz de la Fuente, Silvia; Ahedo García, Virginia; Alonso Abad, Mª Pilar; Galán Ordax, José Manuel The Camino de Santiago is one of the most recognised cultural pilgrimage routes in the world. Notably, its current influence transcends the strictly inspirational and religious aspects, constituting also a socio-economic, cultural, historical, heritage and tourism cornerstone. This paper analyses, from an innovative bibliometric perspective, the influence of the Camino de Santiago on the academic literature in the period from 1980 to the present. For this purpose, two data sources have been used comparatively: manuscripts indexed in Scopus and doctoral theses. The results reveal a growth of its academic relevance in the last decade, especially in indexed publications. The analysis also reflects the leading sources, authors, countries and institutions, as well as their patterns of scientific collaboration, thus being extremely useful to improve both our knowledge of the Camino and its management, preservation and dissemination. The conceptual structure of the academic field, which differs between theses and indexed papers, also confirms the Camino as a crossroads not only of people but also of academic disciplines and scientific perspectives. 2024-06-01T00:00:00Z https://hdl.handle.net/10259/9130 The place of the arts within integrated education Sanz Camarero, Raquel; Ortiz Revilla, Jairo; Greca Dufranc, Ileana María If we are to address the complex needs of contemporary education, then reflection on the arts when talking about integrated education is somewhat logical and should be considered as one principal objective of Arts Education. Current educational policies at the international level point toward a more integrated education, however, there is no consensus over a real arts integration, nor significant reflection within the classroom. This situation has worsened over recent years, even when the arts are being incorporated in some models of integrated education in full expansion. In this study, we present a state of the question of the place of the arts in integrated education. To do so, we place arts integration within its historical context, and define and explain four major problems (instrumentalization of the arts, undervaluation of the arts, poor teacher training, neglecting evaluation). We then go on to present the significance of the arts within integration as the basic axis of the existing theoretical discourse in the literature, defining five styles of integration according to their significance (subordinated or service-based, peripheral, collaborative, leading role, artistic). Finally, we compile and discuss the main approaches to have arisen in the context of arts integration. This study may be added to the contributions in defense of arts integration, rescuing and clarifying the currently submerged and confused debate, in order to restore its full potential in accordance with the new social and political demands. 2023-09-22T00:00:00Z https://hdl.handle.net/10259/9064 A Framework for Epistemological Discussion on Integrated STEM Education Ortiz Revilla, Jairo; Adúriz Bravo, Agustín; Greca Dufranc, Ileana María In primary and secondary schools, the disciplines encompassed in “STEM”—Science, Technology, Engineering and Mathematics—have usually been studied as separate subjects, with little effort directed towards non-anecdotal integration. “Integrated STEM education” is one of the most recent interdisciplinary proposals and, under its umbrella, school disciplines are beginning to be integrated in an educationally fruitful way. STEM as a renovated approach is gaining ground, despite the infancy of its philosophical analysis. Explicit epistemological discussion of integrated STEM proposals is either absent or blurred. The overall aim of this paper is therefore to establish an initial framework for philosophical discussion, to help analyse the aims and discourse of integrated STEM education, and consider the implications that adopting any particular epistemological view might have on the aims for general education, and on the construction of science curricula oriented towards citizenship and social justice. We envisage humanist values for integrated STEM education and, after revisiting the currently proposed relationships between the STEM knowledge areas, we adopt a model of a “seamless web” for such relationships that is coherent with humanist values. A few issues emerging from this model are addressed through the lens of the so-called “family resemblance approach”, a framework from the field of research on the nature of science, in order to identify some potential central features of “nature of STEM”. 2020-06-01T00:00:00Z https://hdl.handle.net/10259/9062 A Theoretical Framework for Integrated STEM Education Ortiz Revilla, Jairo; Greca Dufranc, Ileana María; Arriassecq, Irene For several decades there has been a broad consensus on the need to promote scientific literacy and, ultimately, to promote the full development of student competency from an early age. However, many of the results recorded in the educational field are not very encouraging. Although interdisciplinarity has a more extensive trajectory, the continuous questioning of traditional teaching methods, due to their inefficiency, has given rise to the emergence of educational approaches that integrate the teaching of diverse scientific disciplines in a more contextualized, coherent, and comprehensive manner. The body of empirical research on the application of these approaches has grown, while leaving behind some essential theoretical questions. In the present work, a theoretical framework is proposed for integrated science, technology, engineering, and math (STEM) education, a current teaching approach with the important momentum. Based on the epistemological stance of Larry Laudan, three levels of scientific commitment are adopted: with theories, methods, and aims. Regarding the theoretical commitment, three axes of support are established for this framework: epistemological, psychological, and didactical. This mechanism allows us to construct a consistent model that may contribute to developing coherent integrated STEM education. In addition, an example of a real application of this theoretical framework is provided in the design, implementation, and evaluation of a STEM didactic unit in the primary education stage, demonstrating its coherence and viability. 2021-08-01T00:00:00Z