Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

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