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Delfín Ortega-Sánchez

Professor Delfín Ortega-Sánchez holds a PhD in Didactics of Social Sciences from the Autonomous University of Barcelona, a PhD in Educational Sciences from the University of Burgos, and a PhD in History from the University of Extremadura. His research interests focus on the construction of identities in the History and Geography teaching, gender mainstreaming in initial education and training for teachers, the didactic treatment of relevant social problems and controversial issues in the teaching of the social and human sciences, and the application of educational technology in the specific field of social sciences. He is currently a Social Sciences teacher and researcher at University of Burgos (Spain).
Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014).

Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014).

Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014).