La enseñanza de temas controvertidos y problemas socialesanálisis comparativo de las percepciones del futuro profesorado iberoamericano de ciencias sociales

  1. Delfín Ortega-Sánchez 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2024

Título del ejemplar: Transformaciones educativas: tecnología, competencias y metodologías

Volumen: 53

Número: 2

Páginas: 181-190

Tipo: Artículo

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Otras publicaciones en: Aula abierta

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La naturaleza de I- STEM (nostem) para la formación ciudadana

2021/00139/001

Resumen

Based on a pre-experimental design with a cross-sectional prospective cut, we analyze the perceptions of future Ibero-American social science teachers (n = 263) on the curricular relevance of controversial issues and social problems. We identify the existence of interdependent relationships between intervention in the social environment and the development of critical and creative -social- thinking as an educational goal. The Scale of Interest in Innovative Teaching Practices (Santos et al., 2017) was applied, completed ad hoc with specific aspects linked to controversial issues and social problems. The results obtained report statistically significant higher values and a moderate effect size in women on the desirability of convenience of teaching to participate and intervention in the social environment of students. Age seems to affect the specific interest in promoting social thinking skills, entrepreneurship and autonomous learning. According to these results, training plans should provide the pedagogical and substantive knowledge necessary to work on the diversity of interpretations and the multiperspective in social studies education.

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