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.
Author(s): Delfín Ortega-Sánchez
Series: Integrated Science, 8
Publisher: Springer
Year: 2022
Language: English
Pages: 200
City: Cham
Acknowledgment
Contents
1 Teaching Controversial Issues and Social Problems from an Integrated Perspective
Abstract
Funding
References
2 On Integrating Mathematics Education and Sustainability in Teacher Training: Why, to What End and How?
Abstract
Introduction
Why is It Necessary to Integrate Mathematics Education and Sustainable Development into Teacher Training? What Purpose Does It Serve?
Sustainable Development: A Key Strategy for Transformation
Research into the Integration Between Mathematics Education and Sustainable Development in Teacher Training
How Can Mathematics Education and Sustainable Development Be Integrated into Teacher Training?
Conclusion
References
3 Social Sciences Education Based on Social Problems: Traditions and Integrative Tendencies
Abstract
Why Do We Propose an Integrated Curriculum Based on Social Sciences Education?
Traditions and Tendencies of Working with Social Problems: An Integrative Perspective
Work Based on Social Problems as a Methodology
Work Based on Social Problems or Controversial Issues
Socially Acute Questions: The Francophone Tradition
Why Teach School Disciplines Based on Social Problems?
An Example of Work with a Social Problem: The 2020 Pandemic
Epilogue
References
4 Controversial Heritage, Ecosocial Education and Citizenship. Connections for the Development of Heritage Education in Formal Education
Abstract
Background: The EPITEC Project
Controversial Heritage
Ecosocial Citizen Education
Conclusions and Future Prospects
References
5 A New Education for a New Era: Transdisciplinarity, Transversal Competences and an Eclectic Approach to Evaluation
Abstract
The Emergence of a New Era
Winds of Change in Education
A New Education for a New Era
Final Remarks
References
6 Historical Thinking and Controversial Issues in Social Studies Education
Abstract
Introduction. History Teaching for a Critical and Democratic Education
Historical Thinking Skills
Thinking and Teaching About Controversial Issues in History and Social Education
How to Teach Controversial Topics
Teaching and Learning History and Social Studies Based on the Normalisation of Conflict
Conclusions: A Different Kind of History and Social Education is Possible
Acknowledgements
References
7 Education and Controversial Topics in Post-conflict Societies: The Coexistence and Memory Project in Contemporary Teacher Training in the Basque Country
Abstract
Controversial Issues in Education
Controversial Issues in Post-conflict Societies: The Case of the Basque Country
Public Policies and Treatment of the Conflict in Educational Settings in the Basque Country
Adi-adian and the Coexistence and Memory Project: The Treatment of Violence During the Initial Teacher Training in the University of the Basque Country
Conclusion
References
8 History Education and Democratic Memory. An Analysis of the Opinions of Social Sciences Teachers in Initial Training
Abstract
Introduction
Methodology
Results
Conclusions
Implications
Funding
References
9 The Use of Controversial Issues in Higher Education for Citizenship Learning
Abstract
Educating for and in Democracy, also at the University
Controversial Issues at the University for Citizenship Education
Method
Participants
Research Problems
Instrument and Analysis Procedures
Results
What Do Students Think About the Role of the University in Their Formation as Citizens?
What Do Students Think About the Role of the Problems and/or Controversial Issues Worked on During CIMA in Their Formation as Citizens?
Discussion and Conclusions
Acknowledgements
References
10 Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training
Abstract
Introduction
Theoretical Framework
Co-teaching as a Tool for Disciplinary Integration
Combining iSTEAM and CLIL
Methodology
Design
Context and Participants
Teaching Proposal
Data Collection
Data Analysis
Results
Discussion and Conclusions
References
11 The Contribution of Interdisciplinary Education to the Development of Students Competences with Intellectual Disabilities. An Analysis from the Social and Rights Model
Abstract
Introduction
A New Paradigm for Interpreting Disability: The Social and Rights Model
Historical Approach to Interdisciplinarity from the Integrated Approach and Theoretical Foundations
The Concept of Interdisciplinary Teaching
Conceptualisation of Intellectual Disability and Educational Problems Faced by People with Different Special Educational Needs
Contributions of Integrated Education to the Learning Difficulties of People with Intellectual Disabilities
Conclusion
References
12 COPACUL: An Innovative Didactic Project on Heritage Conservation for High School Students
Abstract
Introduction. Why a Didactic Project?
Outstanding Previous Experiences
The Current Spanish Educational Law as a Framework
Didactic Sequence in the Classroom
Practical and Experimental Activities in Workshops and Museums
Final Activity of Reflection, Evaluation and Conclusions
Materials
Acknowledgements
References
13 Problematizing STEM Integration from an Epistemological and Identity Perspective
Abstract
Why Do We Need an Epistemic and Identity Perspective in STEM Education?
An Epistemological Lens Applied to STEM Education
Epistemic Challenges of an Integrated STEM Education
Developing an Epistemology for STEM
An Identity Lens Applied to STEM Education
Controversies Defining STEM Identities
“STEM Identity” as an Umbrella of Different S/T/E/M Identities
Deepening into Students’ Possible STEM Identity
How to Include Both an Epistemic and an Identity Lens in STEM Education?
Acknowledgements
References
Index
