No. 33 (2024): Monográfico: Nuevas miradas para la enseñanza de la Historia social y cultural en la Edad Moderna

Coordinado por Carlos Vega Gómez (Universidad de Castilla-La Mancha), Álvaro Romero González (Universidad de Castilla-La Mancha), Marta Jiménez Sáenz De Tejada (Universidad de La Rioja) e  Ignacio Gil-Díez Usandizaga (Universidad de La Rioja)

DOI: https://doi.org/10.18172/con.num33
Published: 2024-03-27

Monograph

  • Foreword

    Carlos Vega Gómez, Álvaro Romero González, Marta Jiménez Sáenz de Tejada, Ignacio Gil-Díez Usandizaga
    5-9
    DOI: https://doi.org/10.18172/con.5956

  • History of sisterhood in Secondary Education class a didactic proposal

    Marta Jiménez Sáenz de Tejada
    11-13
    DOI: https://doi.org/10.18172/con.5748

  • Depicting home and the emotions in the classroom experienced and felt loneliness

    Francisco Hidalgo Fernández, Carmen Sousa Pardo
    35-51
    DOI: https://doi.org/10.18172/con.5756

  • Orphanhood and inequality in 18th Century Castile a didactic proposal for teaching and learning Early Modern History from a social perspective

    Carlos Vega Gómez
    53-71
    DOI: https://doi.org/10.18172/con.5749

  • Historical demography in secondary education classrooms. Its limits and possibilities from the study of primary sources

    Raúl Ruiz Álvarez, María José Ortega Chinchilla
    73-89
    DOI: https://doi.org/10.18172/con.5759

  • The Social history of gender as a historiographical innovation in the teaching of the modern age in secondary. Design of learning situations through multidisciplinary mini-projects

    Pedro Antonio Amores Bonilla
    91-112
    DOI: https://doi.org/10.18172/con.5753

Research, Review and Discussant Articles

  • Literary education through wonderful tales in personal and social development. Consequences on vocational choice

    Ana Carolina Galiano Moyano, Elena Jiménez García
    113-134
    DOI: https://doi.org/10.18172/con.5788

  • Perceptions about a service-learning experience in a center for the elderly in the field of physical education

    Antonio Gómez Rijo
    135-158
    DOI: https://doi.org/10.18172/con.5558

  • Linguistic-discursive competences in Higher Education Literacy methods and practices

    Aurora Martínez Ezquerro
    159-175
    DOI: https://doi.org/10.18172/con.5766

  • Proposals for implementing Teacher Digital Competence (TDC) the teachers' viewpoint

    Ramon Palau, Gabriela Fretes , Raul Santiago-Campión
    177-192
    DOI: https://doi.org/10.18172/con.5680

  • Bullying in Spain review and analysis of action protocols for autonomous communities

    Sergio García-Martínez, Esther García-Zabaleta
    193-217
    DOI: https://doi.org/10.18172/con.5765

  • Values from family leisure. Perception of adolescents

    Mª Ángeles Hernández Prados, José Santiago Álvarez Muñoz
    219-238
    DOI: https://doi.org/10.18172/con.5519

  • University service-learning. Student engagement, service and competencies development

    Esther Luna González, Monike Gezuraga Amundarain, Idoia Legorburu Fernández
    239-260
    DOI: https://doi.org/10.18172/con.5141

  • The University Acces Exam as a conditioning factor in orientation in the Baccalaureate

    Jon Mikel Luzarraga Martín, Esther Cruz Iglesias, Elixabete Sáenz Arrizubieta
    261-283
    DOI: https://doi.org/10.18172/con.5554

Book Reviews