No. 47 (2024)

Monográfico

• Conceptions about the conquest of America in Spanish public schools: two case studies in Madrid and La Rioja

  Gonzalo Andrés García Fernández, Ricardo E. Reyes Soto

  3-22

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• From the single story that I learned to the stories of Africa that I will teach: a multimodal training experience for teachers in secondary education

  Laura Triviño-Cabrera

  23-40

  • PDF

• The History that is known and the one that will be taught: representations of school history and national identity in teacher training

  Juan Luis de la Montaña Conchiña

  41-56

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• The representations of teachers in training on national, gender and sociopolitical identities at the Valencia History Museum

  Elvira Asensi Silvestre, Antonio Calzado Aldaria

  57-72

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• When teaching becomes a challenge: obstacles and strategies for incorporating gender perspectives in history classrooms

  Alba María Boix Vicente

  73-88

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• Prehistory, disability and care. The importance of inclusive discourses in the teaching and learning of prehistory

  María Díaz de Torres

  89-104

  • PDF

• Use of images and illustrations for teaching energy in Primary School textbooks

  Lucía Escoto-Castro, Antonio García-Carmona

  105-128

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• Scaffolding or collective PCK? Configuring knowledge for teaching genetics to Deaf students

  Astrid Eliana Cuartas Cuartas, Fanny Angulo Delgado, Carlos Arturo Soto Lombana

  129-148

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• Ethnobotany: a science of proximity for scientific education in secondary school

  Lorena Gutiérrez-García, José Blanco-Salas, Jesús Sánchez-Martín, Isaac Corbacho-Cuello

  149-166

  • PDF