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dc.contributor.authorOrtega Sánchez, Delfín 
dc.date.accessioned2022-12-16T08:20:31Z
dc.date.available2022-12-16T08:20:31Z
dc.date.issued2022-01
dc.identifier.issn2076-0760
dc.identifier.urihttp://hdl.handle.net/10259/7172
dc.descriptionArtículo editorial del número especial dedicado a The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problemses
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. Research on 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.es
dc.description.sponsorshipResearch Group Recognized in Didactics of History and Social Sciences (DHISO), and the Group for Educational Innovation in Didactics of Social Sciences, Languages, and Literatures in Initial Teacher Training of Early Childhood Education and Primary Education (DiCSOL) of the University of Burgos. This publication is part of the R&D Project Teach and Learn to interpret contemporary problems and conflicts. What do the Social Sciences contribute to the formation of a critical global citizenship? (EDU2016-80145-P), financed by the Ministry of Economy and Competitiveness (Spanish Government), and Future Education and Democratic Hope. Rethinking Social Studies Education in changing times (PID2019-107383RB-I00), financed by the Ministry of Science, and Innovation (Spanish Government).es
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofSocial Sciences. 2022, V. 11, n. 1, p. 12-16es
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subject.otherEducaciónes
dc.subject.otherEducationes
dc.subject.otherPlanificación educativaes
dc.subject.otherEducational planninges
dc.titleThe End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problemses
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/socsci11010012es
dc.identifier.doi10.3390/socsci11010012
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/EDU2016-80145-P/ES/ENSEÑAR Y APRENDER A INTERPRETAR PROBLEMAS Y CONFLICTOS CONTEMPORANEOS. ¿QUE APORTAN LAS CIENCIAS SOCIALES A LA FORMACION DE UNA CIUDADANIA GLOBAL CRITICA?es
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-107383RB-I00/ES/EDUCACION PARA EL FUTURO Y ESPERANZA EN LA DEMOCRACIA. REPENSAR LA ENSEÑANZA DE LAS CIENCIAS SOCIALES EN TIEMPOS DE CAMBIOes
dc.identifier.essn2076-0760
dc.journal.titleSocial Scienceses
dc.volume.number11es
dc.issue.number1es
dc.page.initial12es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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