This manual was produced under the auspices of the Department of Human Rights and Democratic Culture of the University of Burgos. The European Commission's support for the production of this publication does not constitute an endorsement of the content which reflects only the views of the authors and the Commission cannot be held responsible for any use that may be made of the information contained therein. Therefore, education must be committed to training responsible and active members of the public, capable of making evidence-based decisions and able to work towards social innovation.
The European Commission presented the report Science education for responsible citizenship in 2015 [4], in which inquiry-based learning (also known as the inquiry method) was proposed as one of the most useful in relation to the skill sets of the century the 21st. Depending on the students' independence during the research methodology, three types or levels of research can be seen [13]:. Once again, as in the case of the inquiry method, the process is circular, with interrelationships modifiable according to context.
Set out the problem. It can be determined through the detection of a need or an improvement within a school context
The engineering design method often approaches interdisciplinary problems of particular complexity based on conflicts, crises and disasters. Facilitates understanding of scientific ideas from all fields while applying them to solve engineering problems. It removes the notion of error – there is no perfect solution, as all can be improved –.
It is relevant that the students have the opportunity to express their ideas and in a reasoned way come up with the opportunity to express their ideas and to propose different solutions in a reasoned way.
Select the best solutions according to some of the aspects under evaluation or established criteria. It is worth clarifying there is no good
Prototype construction
Communicate the results – for and against the prototype and areas for improvement that have been detected
Improve the prototype, whether introducing small modifications, or new solutions, which they consider improve both the technical and the
Problematization of social inequalities, deconstruction of dominance relations, characterized by the protagonist profile of a political or military leader. Recognizing the presence of groups in a contextualized situation of vulnerability to avoid hate speech. In the case of the STS movement, a more global and integrated science education was sought, focused on the use of interactions between social issues (considered important for the scientific and technological literacy of citizens) and scientific knowledge together with related technologies [23] .
Therefore, the integration of artistic education is closely related to visual literacy, which is already an essential condition for the functioning and application of the individual in society. It is important to note that the various steps of the creation process are intertwined and do not occur in isolation (Figure 7). Gradually, the student or teacher can use simpler tools in creating an integrated educational unit, until they have mastered the various stages of the process to the point of being able to use and transform them for the integration of other subjects.
Mapmaking: Creation of maps that demonstrate the interconnectedness of the world and the impact of globalization on local communities. Drawing from Bruner's modes of representation [47], students should be guided to use action-based, image-based, and language-based representations of the problem. Working with the above representations helps students to form a mental picture of the situation created by the problem.
To avoid errors, it is worth evaluating the result before the calculation and checking each step of the solution. Content: The first C refers to the curricular content of a particular chosen subject(s), such as science, mathematics, arts and crafts, music, etc. In the above sense, curriculum content and additional language learning are treated interdisciplinary, which means greater student motivation and the development of critical thinking.
It has been created in connection with the ERASMUS+ project STEAM Educational Approach and Foreign Language Learning in Europe, shortly, the SeLFiE project (2020-1-ES01-KA.
CITIZENSHIP IN INTEGRATIVE MODELS OF EDUCATION
Indeed, curricular problematization or the didactic treatment of social problems favors the comprehensive deepening of social reality, the contrast of reasoned perspectives in the critical analysis of sources, elective rationality for decision-making in problematic contexts and social commitment as an inherent part of the democratic process. This educational problematization or controversial 'thematization' of the curriculum incorporates conflict in its definition, refers to social problems of diverse nature and importance for society as a whole, and is constructed through the confrontation of opposing beliefs, values or interests. The results obtained reported a lack of confidence and understanding of the benefits of integrated education in social.
While confirming the curricular relevance of this approach, there is a general perception of its difficulty in implementation and its anecdotal nature regardless of the potential gender. So the primary and secondary school experience means the perfect testing ground for students to find themselves in the group, benefit from the whole group and contribute to its development in the best possible way. It can make sense when the features of the separate group are strongly different from the main group.
Far from considering randomizing the learning process, the challenge is to develop it in accordance with the reality of the whole group. Thus, the real job of the teacher is not only to help students reach their full potential without harming the rest of the group, but also to make this achievement an advantage for the whole group. The teacher's main goal is to identify what he can contribute and create the perfect environment to make it happen.
In this way, each student becomes an educational support for the rest of his classmates, so that all of them add considerable value to the educational context. 3 Identity construction is related to and influenced by the rest of the risk mentioned in this manual.
Equity in Educative Context
What is considered either equal or not is based on many factors, however the most profound one is the factor of choice: that is, whether or not the choice is within one's realm of control. It follows that when an individual is not given certain distributions as a result of factors beyond their control, it is generally considered unequal, while when distributions are the result of choices within an individual's control, they are perceived as equal. Only in the situation where the restrictions are defined and the set of choices is equal to all the individuals involved, we can talk about equal distribution [69].
A society with less inequality in choice sets will have less inequality; the challenge for politics is to move in the direction of greater equality of choices and thus greater justice without compromising other values too seriously [69]. It is argued that anti-bias training alone has no real, lasting effect on the careers of women or minorities unless it is followed by a profound change in mindsets, habits and practices. Changing unconscious bias alone would not necessarily reduce discrimination unless it is part of a broader change program that addresses both bias and structural discrimination [71].
The historical subjugation and inequality of treatment and choices available to women has long been represented in the language itself, as it is gender neutral. Language must be seen not only as a powerful tool of representation of reality, but also as the power to shape it and as such must show inclusion if "the use or even the order of words can convey privilege or priority" [ 72]. Intersectionality is an ethical approach that addresses all marginalized voices and ensures that we move beyond the divisions of the past [73].
Finally, the achievement of equity and at the same time excellence in education should be the goal of all educational systems and curricula, and access to at least the primary level must be guaranteed (stated in Article 26 of the Universal Declaration of Human Rights), since education is "likely to act as a springboard for human beings” [74]. Acknowledging the limitations associated with certain individuals and/or groups and trying to compensate by creating equal opportunities at the outset.
CHECKLIST
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Ortega-Sánchez, “Teaching Controversial Issues and Social Problems from an Integrated Perspective,” in Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Coyle, “Theory and Planning for Effective Classrooms: Supporting Students in Content and Language Integrated Learning Contexts,” in Learning Through a Foreign Language: Models, Methods and Outcomes, London, CILT Publications, 1999. Coyle, “ Content and language integrated learning: student and teacher motivation', in CLIL Teacher Tools: a classroom guide, Nottingham, University of Nottingham, 2007.
Ramirez-Verdugo, “CLIL Varieties Across Europe,” in Guidelines for CLIL Implementation in Primary and Pre-School Education., S. Sanz de la Cal, “Storytelling as an Axis to Promote STEAM and Second Language Learning integrating: the SeLFiE model, ” en 30 Encuentros Internacionales de Ciencias Experimentales, Granada, 2022. Namli, “The Role of Argumentative Writing in Teaching Controversial Issues: A Mixed Methods Study,” International Journal of Contemporary Educational Research, vol.
Vázquez-Alonso, “History, Philosophy, and Sociology of Science and Traditions of Science, Technology, and Society in Science Education: Continuities and Discontinuities,” in International Handbook of Research in History, Philosophy, and Science Teaching, vol. Aikenhead, “STS Education: A Rose by Any Other Name,” in A Vision of Science Education: A Response to the Work of Peter J.
