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Author: Martínez-Hita, María Publisher: IGI Global ISBN: 1668452413 Category : Education Languages : en Pages : 360
Book Description
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.
Author: Martínez-Hita, María Publisher: IGI Global ISBN: 1668452413 Category : Education Languages : en Pages : 360
Book Description
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.
Author: Scott D. Palumbo Publisher: Center for Comparative Arch ISBN: 1877812927 Category : Social Science Languages : en Pages : 194
Book Description
Chapters offer new understandings of how ranked societies emerged and developed in prehistoric southern Central America and northern South America (the "Isthmo-Colombian Area"). The emphasis is on integrating the results of studies of social units at a range of different scales from the household to the local commuity to the region and beyond. Complete text in English and Spanish.
Author: Elizabeth Quay Hutchison Publisher: Duke University Press ISBN: 9780822327424 Category : Business & Economics Languages : en Pages : 366
Book Description
DIVThe first systematic account of Chilean women's labor from 1885 to 1930 showing how women's paid labor became a locus of anxiety for a society confronting social problems linked to modernization./div
Author: Delfín Ortega-Sánchez Publisher: Springer Nature ISBN: 303108697X Category : Education Languages : en Pages : 201
Book Description
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: Saeid Eslamian Publisher: Springer Nature ISBN: 3031221125 Category : Nature Languages : en Pages : 454
Book Description
This book is part of a six-volume series on Disaster Risk Reduction and Resilience. The series aims to fill in gaps in theory and practice in the Sendai Framework, and provides additional resources, methodologies, and communication strategies to enhance the plan for action and targets proposed by the Sendai Framework. The series will appeal to a broad range of researchers, academics, students, policy makers, and practitioners in engineering, environmental science and geography, geoscience, emergency management, finance, community adaptation, atmospheric science, and information technology. This volume offers indigenous approaches to disaster risk reduction, community sustainability and climate change resilience, as well as agro-ecological innovations for improving resilience to climate change. The focus is on adaptation strategies for sustainable terrestrial and marine ecosystems to reduce the impacts of anthropogenic factors that exacerbate disaster risk, including hydro-meteorological services for climate resilience, food security measures in agriculture and livestock, flood mitigation plans, and increased climate change education and awareness. The book concludes with three case studies in Africa detailing the impacts of strengthened climate change resilience measures, adaptive social protections, and improved water availability through hydro-electric technologies.
Author: Juana Mora Publisher: Routledge ISBN: 1317719050 Category : Social Science Languages : en Pages : 269
Book Description
Examine alternative strategies to resolving important Latino social issues! Latino Social Policy: A Participatory Research Model examines the failure of traditional research methods to address major social needs in Latino communities, promoting instead a participatory/action approach to research that is socially—and scientifically—meaningful. Experts from a variety of disciplines focus on nontraditional strategies that engage community residents in community-research projects, shortening the distance between the researcher and the “subject.” This unique book recounts lessons learned on conducting Participatory Action Research (PAR) in Latino communities using techniques based on anthropology, education, community health and evaluation, and urban planning. Latino Social Policy: A Participatory Research Model addresses non-traditional methods of reducing the tension between the reality of interaction with the subject community and the academic training structures used by researchers. The book promotes a new vision and practice of research design in which the “subject” is central to the process, advocating a participatory approach to produce qualitatively different research based on community identified problems and needs. Contributors examine the value of integrating local knowledge, language, and culture into the methodological design, the ethics of conducting research in Latino communities, and the internal conflicts Chicana/o researchers face within their profession and in the field. Topics addressed in Latino Social Policy: A Participatory Research Model include: community health and Central Americans in Los Angeles ethnography and substance abuse among transnational Mexican farmworkers identity and field research in Mexico the Latino Coalition for a New Los Angeles (LCNLA) researcher/community partnerships and much more! Latino Social Policy: A Participatory Research Model includes case studies, ethnographies, and vignettes that illustrate participatory approaches and outcomes in Latino research. The book is equally valuable as a textbook for academics and students working in the social sciences, public policy, and urban planning, and as a professional guide for community leaders and organizations interested in developing research partnerships.
Author: Martínez-Hita, María
Author: Martínez-Hita, María
Author: Scott D. Palumbo
Author: Juan Carlos Torre Puente (coord.)
Author: Elizabeth Quay Hutchison
Author: Delfín Ortega-Sánchez
Author: Saeid Eslamian
Author: Juana Mora
Author: Juana M. Sancho-Gil
Author: MIGUEL A. BENITEZ DEL ROSARIO
Author: Castillo Carbonell, Miquel