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Elvira Asensi Silvestre: elvira.asensi@uv.es
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History education, social representations and citizenship.
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Historical-artistic itineraries: the city as a space for teaching-learning History.
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“Cartographies of discomfort: educational resources to question the present in the teaching of Social Sciences”.
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Juan Carlos Bel Martínez: juan.bel@uv.es
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Development of historical imagination and historical thinking in primary education students
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Analysis and didactic use of educational resources (textbooks, illustrated albums, historical sources, etc.) in Social Sciences
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Historical evolution of the Didactics of Social Sciences from a national and international perspective
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Juan Carlos Colomer Rubio: juan.colomer@uv.es
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Curricular materials and educational technology applied to the Didactics of Social Sciences (ICT).
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Digital Teaching Competence and Social and Citizenship Competences: exercises with digital sources for learning History.
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Strategies for the construction of historical thinking in Primary and Secondary Education.
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Carlos Fuertes Muñoz: carlos.fuertes@uv.es
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School textbooks in the teaching of Social Sciences.
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Educational treatment of traumatic pasts and social conflicts.
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Social Sciences teaching and the construction of collective identities (gender, class, national, political, etc.).
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Carlos Fuster García: carlos.fuster-garcia@uv.es
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Assessment of historical learning.
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Development of historical thinking.
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Educational inclusion in the learning of History.
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Didactic resources and the construction of historical thinking.
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Diego García Monteagudo: diego.garcia-monteagudo@uv.es
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Geographical education, social representations and citizenship for sustainable development.
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Representation of geography and promotion of geographical thinking: teacher training and teaching of socio-environmental problems in Preschool, Primary, Secondary and University Education.
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Rural education in comparative perspective: academic research and school innovation.
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Paula Jardón Giner: paula.jardon@uv.es
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Heritage education: Didactics in museums and archaeological sites for schools, analysis of the educational discourse on the past, curricular integration from the historical heritage and from the geographical space.
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Educational inclusion in the teaching of Geography and History from a feminist perspective.
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Professional development in Didactics of Social Sciences: initial and ongoing training.
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Álvaro-Francisco Morote Seguido: alvaro.morote@uv.es
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Epistemology and evolution of School Geography.
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Research on the didactic treatment of natural hazards (floods, droughts, etc.), climate change, from geographical and historical approaches.
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Social representations and analysis of school textbooks in relation to climatology, climate change, natural hazards, natural resources (water), landscape, etc.
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Other geographies ("invisible geographies") and hidden curriculum in relation to the teaching-learning of Geography.
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Antonio Morales Hernández: antonio.j.morales@uv.es
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L'Educació Ambiental i la seua representació social: espais
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Environmental Education and its social representation: subjective spaces and social representation of environmental problems.
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Didactic itineraries and learning in the environment.
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Environmental Education, modification of attitudes and Emotional Education. Interdisciplinary study of the landscape.
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Teacher training: incidence of the social dimension in Environmental Education.
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Study of the environment in the infant stage.
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Treatment of the geographical space in Preschool Education.
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David Parra Monserrat: david.parra@uv.es
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Memory and social representation of the school disciplines of Humanities and Social Sciences.
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Teaching/learning of Social Sciences and construction of collective identities.
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History education, social representations and citizenship.
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Helena Rausell Guillot: helena.rausell@uv.es
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Analysis of curricular materials from a gender perspective.
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Gender and teacher training. History teaching and social representations.
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Teaching/learning of Social Sciences and construction of gender identities.
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Didactics of Art History.
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Image and audiovisual culture.
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Cinema, sexism and stereotypes.
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Jorge Sáiz Serrano: jorge.saiz@uv.es
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History education and national identities.
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Historical thinking among students and future teachers: presence, knowledge and use of historical competences.
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National narratives, historical argumentation and competences: textbooks and narratives.
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Historical thinking and competences in textbooks.
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Historical thinking and national identities in audiovisual resources: historical television fiction.
