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No. 32 (2017)

View No. 32 (2017)

Published: 2017-10-09

“Following in the footprint of the teacher”: A methodological approach for the treatment of memory repression in the class

Iria Morgade Valcárcel

3-24
- PDF (Español)
Heritage education in school textbooks of Primary Education: a journey from LOGSE to LOMCE

Ana María Hernández Carretero, Rebeca Guillén Peñafiel

25-50
- PDF (Español)
Social representations of students on the crisis. What solutions can offer the pupils facing economic problems?

Rafael Olmos Vila, Neus González Monfort, Joan Pagès Blanch

51-70
- PDF (Español)
An analysis of the didactic resources used to learn about historical time in Primary Education textbooks

Alicia López Díaz, Josué Llull Peñalba

71-92
- PDF (Español)
Gender and Enlightenment. Masculinity enlightened models on Spanish secondary text books

Helena Rausell Guillot

93-108
- PDF (Español)

The Museum of the Climate of Beniarrés (Alicante). Proposal of a didactic resource for teaching Climatology

Álvaro Francisco Morote Seguido, Enrique Moltó Mantero

109-132
- PDF (Español)

Cognitive diversity as criterion for the selection of cooperative learning teams

Raúl Adolfo Pereira Nuñez, Graciela Inés Nuñez Benavidez, José Antonio Naranjo Rodríguez

133-152
- PDF (Español)

Contributions of Field Practices in Biology Teacher Training: A Research Problem and a Documentary Review

Elias Francisco Amortegui Cedeño, Olga Mayoral García-Berlanga, Valentin Gavidia Catalan

153-170
- PDF (Español)

School breakfast, an educative intervention in healthy food and nutrition

Javier Cubero Juánez, Lourdes Franco-Reynolds, Manuel Calderón, Berta Caro, Maximiliano Rodrigo, Constantino Ruiz

171-182
- PDF (Español)
Primary teacher training in health education

Esther Charro-Huerga, Elena Charro

183-202
- PDF (Español)