Areas & topics

Didactics of Music Education

Jordi Cano Sobrevals

Universidad de Lleida

Elizabeth Carrascosa Martínez

Universitat de València

In the Area of Didactics of Musical Expression we will share and discuss about teaching and learning researches in several educational contexts: formal education (schools, secondary schools, conservatories, music schools, universities) or informal education. We will attempt to engage in a discussion in a critical and friendship way. We try to avoid the power relations that generally slow down: thinking in institutions (educational institutions, departments, etc.), methodologies and designs we based our researches on, as well as the data analysis and conclusions we reach. Our main objective is providing collaboratively new knowledge that may contribute to the improvement of education in our country.

Didactics of Language and Literature

Miriam Martínez Villar

Universitat Jaume I

Garazi López de Aguileta

Universidad de Barcelona

The Area of Didactics of Language and Literature gathers research linked to plurilingual learning and teaching and their literature at all the educative levels. This year’s CIMIE moto suggests making contributions linked to the scientific knowledge quality production focused on practices linked to reading, writing and the literature. This approach proposes research about reviewing the current scientific production on the field emphasizing progresses, innovations, contributions, obstacles, and especially, those things still to be done.

They are also relevant those researches focused on the social impact of the productions, practices and educative processes that have taken the language as an essencial resource. Furthermore, this area welcomes works on methodologies with reading and writing learning and teaching approaches, on reflecting on the language use and its social rol, on the literature rol over our current society, and on the linguistic diversity and its relation with the population culture and identity.

The works presented will help the realisation of an international debate about the academic production and the practices that are being held in the field of language, and this will help the drawing of paths towards a greater quality regarding to learning and teaching key instruments as reading, so needed today to include and protect the people.

Didactics of Mathematics and Science

Adrián Mota Babiloni

Universidad Jaime I

Antonio M. Oller Marcén
CUD Zaragoza

In the area of ​​Didactics of Mathematics and Experimental Sciences we will share and discuss contributions related to research in these fields as well as to teaching innovation in related subjects. In the field of innovation, outcomes of teaching experiences can be presented, oriented both to curricular (design of subjects, training activities, etc.) and methodological (use of ICT, PBL, etc.) innovation. As for didactic research, works can be presented in relation to, for example, the design and evaluation of didactic sequences, the history and philosophy of scientific and mathematical ducation, research on the use of technological tools and sociocultural approaches to the teaching of science and mathematics, among others. There is no restriction regarding the educational level. Works from early childhood education to higher education and teacher training are welcome.

Didactics of Physhical Education Teaching

José Antonio Julián Clemente

Universidad de Zaragoza

Patricia Mínguez Alfaro

Universidad de Valencia

The Area of Didactics of Physical Education is a meetig point between professionals to share, debate and dialogue about scientific contributions linked to this curricular area.

Taking into account that the CIMIE 2019 moto is “The Educational Sciences March / On the move”, this area’s aim is to foster the link between intervention in real contexts of educative practices and the social transformation at different levels. Thus we are in front an opportunity to foster interventions coming from Physical Education and to describe educative practices that would improve the positive affective relations, the gender equality, the school achievement, the motor behavior, the accesibility to practice contexts, the positive feelings towards practicing physical education, the dialogic resolution of conflicts, the contact with the educative community, among other challenges. ¿Would you like to join us? Let’s meet next July at Zaragoza.

Didactics and Educational Organization

Esther Roca

Universidad Católica de Valencia

Edurne Chocarro De Luis

Universidad de La Rioja

The area of Didactics and Educational Organization is a space for scientific gathering and dialogue. In CIMIE 2019 we would like to share papers that respond to the needs that education currently poses. We would like to show scientific research of greater and lesser importance, that allow us to discuss on how to prosper in an educational, scientific and ethical innovation for social impact. Regarding the diversity of communities and educational stages that it attends, this area promotes very diverse topics taking as reference some of the didactic and organizational perspectives that are currently being debated in the international theoretical and scientific framework: excellence and educational evaluation, social cohesion, participation of the community, attention to students of special educational needs, vocational education and training, educational leadership and organizational models in higher education.

Didactics of Plastic and Visual Arts

Sonia Fernández Gonález

Universidad de Oviedo

Inés Fombella Coto

Universidad de Oviedo

Teaching of Plastic Arts is one of the main educational areas in the social processes, both by its nature and its praxis: ranging from visual literacy to the very creation of artistic works, encouraging experimentation and the search for new visual languages. Also the Plastic Arts Teaching must defend the high quality education, democratic and egalitarian, in its form and its content, showing values and human rights, thinking about art as a way to gain freedom.

The latest research trends of the Plastic Arts Teaching scientific community deal about arts-based research, thinking through pictures, dialogic learning, learning communities, participation, Artistic Mediation and Art Therapy among others. It looks for a quality scientific knowledge from the artistic and from the aesthetic, with a direct impact on the educational processes and the social affairs, offering new methodological approaches, different ways of structuring knowledge, as well as new alternatives that focus on reflection, constructive criticism, change and the update of our potential, both individually and socially.

Research and Diagnostic Methods in Education

Raquel Martín Esbec

Universidad de Zaragoza

Javier Diez

Universitat de Barcelona

The Research and Diagnostic Methods in Education receives communications on ongoing or completed educational research with special emphasis on the description and explanation of the research methodologies used, providing conclusions about their usefulness, possibilities and/or limitations. Papers should be focused on specific aspects of both quantitative and qualitative research.

The following are topics specifically belonging to this area: ethical limitations of research, complexity of the research process, techniques to investigate specific areas or topics, developing categories, specific methodologies, new research challenges, interdisciplinary research teams, dialogically challenges in research, use of specific computer software in research, limitations and possibilities of quantitative and qualitative methodologies, the potential of mixed methods, etc.

Educational Theory

Maria Del Mar Ramis-Salas

Universitat de Barcelona

Lars Bonell

Centro Universitario La Salle

The area of Educational Theory is a solid, scientifically based approach to the educational fact in a broad sense -from the concept of education to the different elements that make up the educational phenomenon. Research work submitted must collect the contributions of the most relevant pedagogical theories, particularly those that are contributing to social transformation and overcoming inequalities, and put them in dialogue with educational practice, through the development of proposals and programs that favor the construction of a democratic citizenship that respects human rights.

In this sense, this area could contain topics such as the current and contemporary theories of education, social and educational inequalities, educational and political current theories, educational contexts, education in values and human rights, ethics and moral education, citizenship education and democracy, education for social participation, social networks and NGOs, education and emotions, gender and education, multiculturalism, coexistence and conflict prevention, etc.

Educational History

Raquel Cercós Raichs

Universitat de Barcelona

Eduard Mondejar Torra

Universitat de Girona

The area of Educational History is a broad and interdisciplinary field of study and research. This section is characterized by the reception of works that provide insights, thoughts, information, ideas and discussions for a possible historical interpretation of studies concerning education. The objectives of this section focus on knowing the past (in different periods and aspects) of educational institutions, educational systems and social processes through multiple debates and problems that currently turn over the entire field of educational studies, as keys to understanding today’s society and on displaying data for a possible interpretation of the future society. To this end, it has been noted as important to understand the issues of historical contexts on education, society and other theoretical and methodological elements related to the same scientific field.

Therefore, this area contains different social, political, ethical and philosophical analysis that make a historical criticism of the present possible. Topics may include those contributions covering: education policy, education reform, the schools, the teachers, the schooling, the teaching-learning process, life in schools (urban and rural), curriculum, the analysis of textbooks, the study of the construction of social subjects (social class, groups, individuals, ideology, gender, etc..) and all those issues related to the historiographical theoretical and methodological debates, on the Education al History.

Psychology of Education

Shirley Mendez

Universidad de la República (Uruguay)

Maria Noel Rodríguez Ayan

Universidad de la República (Uruguay)

The movement of the march for science claims the role of science for the improvement of society. Following the spirit of a “march of the sciences of education”, the area of ​​Educational Psychology of CIMIE will welcome papers that are framed in Psychology as a scientific discipline or related disciplines, and contribute to an improvement in education. We expect to receive papers based on theoretical or empirical research related to human learning and development inside or outside educational centers, the teaching and learning process at all levels of education, educational interventions, innovation in the educational context as an organization, attention to student diversity, applied psychology to specific problems such as bullying, cyberbullying, gender violence, and other related topics. Special emphasis will be given to the scientific quality and rigor of the work, as well as its contribution to achieving social impact in the field of study.


Mar Joanpere

Universitat Rovira i Virgili

Roger Campdepadrós

Universidad de Girona

The area of Sociology of Education is a diverse place for meeting and scientific dialogue regarding research with evidence of impact on the socio-educational field, leading to social improvements through more inclusive cultural, policies and educational practices for overcoming social and educational inequality.
In line with the slogan of #CIMIE17, research and innovation are inseparable from the social context; therefore, priority will be given to all those contributions that highlight the ethical procedures that have guided their development and active social participation and consensual involvement in all phases of the research. Broadly, we welcome all contributions that show innovation in the educational environment arising from responsible research in ethical terms: science in the service of society.

Economics and education

José Solana Ibáñez

Centro Universitario de la Defensa de San Javier

Manuel Caravaca Garratón

Centro Universitario de la Defensa de San Javier

To all those who want to present a communication in the area of ​​”Economy and Education”, and under the premise of the slogan of the 2019 edition “Education: the door to all social improvement”, we suggest possible contents in the following non-exhaustive relationship:
Consumption, Organizational Behavior, Econometrics, Social Economy, Financial Education, Entrepreneurship, Enterprise, Alternative Financing Sources, Dual Training, Vocational Training, Legal Forms, Strategic Management, Globalization, Management Skills, Applied Computing, Operational Research, Marketing, Mondragón, Methods Quantitative, Economic Modeling, New Theories of Business Organization, Organization, Production, Productivity, SMEs, Human Resources, Tourism, Universities, etc.

We encourage you to present your theoretical and/or empirical research from a broad point of view, and to develop an open debate that allows us to describe and predict current and future evolution in the field of Economics and Education, as well as to reflect on what are the central themes of our area.

Social Work

Patricia Melgar

Universitat de Girona

Elisa Esteban

Universidad de Zaragoza

Social Work is characterized by its multidisciplinary and interdisciplinary nature. This singularity allows it to appear in the educational field in its broadest sense (primary attention, education, childhood, justice, health, etc.), in order to contribute to a social change and developement based on social justice and human rights.
The proposed main goal is improve in the developement of a Social Work’s responsible research, innovation and practice within their action frameworks, both formal, informal and non formal, to bring responses to the currently existing different contexts and social needs.
In order to keep on delving into and sharing knowledge around the role of Social Work in education, communications must be based on the following work lines: a) research that would contribute to improving the welfare or the social care within the education, b) methodologies, plans and social intervention protocols based on evidences of its usefulness within the educational sphere, c) Social Work teaching innovation, both in the professional and in the academic areas, d) practical experiences, positively evaluated, that would contribute to improving formal, informal and non formal education, e) other experiences that would bring new contributions or specific challenges and reflections for the Social Work in education.

Social Education

Sara Gómez

Universidad de Barcelona

Alejandro Martínez

Universidad Lasalle

In Social Education we see education as a powerful tool that can improve people’s lives, helping all kinds of social groups, regardless of their age or condition. However, scientific research has been limited many times to merely describe inequalities and injustice. From our area, we are committed to support research that contributes to changing perspectives on social problems, for instance, addressing global and urgent challenges such as the economic crisis, refugees and other vulnerable social groups. Therefore, we call for proposals that go beyond diagnosis and provide real solutions with social impact, contributing to the improvement of our social realities and fostering the reduction of social and educational inequality with responsibly, rigor, solidarity and ethics. In short, quality research at the service of society.

Didactics of Social Sciences

Jorge Manuel Dueñas Rada

Universitat Rovira i Virgili

Rodrigo Cid Cifuentes

Universidad de Barcelona

From the area of Didactics of Social Sciences, we present an space opened to dialogue where teachers and researchers could share in a positive atmosphere their experiences, research and reflections on the teaching and learning of Social Sciences, Geography, History and / or Citizenship. Considering this area of knowledge, we invite you to send communications about the following lines:

· Research to know, understand or change aspects related to the teaching and learning of Social Sciences, Geography, History and / or citizenship.

· Innovation, curriculum and improvements on the teaching and learning of Social Sciences, Geography, History and / or citizenship.

· Teacher training in Didactics of Social Sciences.

· Reflections to improve the area and establishment of new challenges.

Journalism and Communication

Cristina Pulido

Universidad Autónoma de Barcelona

Beatriz Villarejo

Universidad de Deusto

El periodismo y la comunicación tienen un papel fundamental en la socialización de las personas. En los últimos años ha incrementado considerablemente el consumo de información y contenido de los medios de comunicación. La elaboración del contenido informativo y comunicativo conlleva una responsabilidad social que debe abordarse desde la excelencia profesional y ética, contribuyendo así a una mejora de la democracia. El objetivo de este área es conocer y debatir sobre resultados de investigaciones que mejoren la formación de las y los profesionales de la información, así como la mejora de las prácticas actuales, y el avance en la teoría, garantizando su impacto social como su potencial educativo en la ciudadanía.