In the area of Music Teaching, we will share and discuss research related to the learning and teaching of music in the different contexts in which it takes place, formally or informally. We will try to debate, in an environment of “critical fellowship” far from power relations that tend to hinder thinking in the educative institutions (centres, departments, etc.), the methodologies and designs with which we carry out our research, as well as the analysis of the data and the conclusions we reach. The aim is, finally, to contribute to all new knowledge that can lead to improving music education.
In the area of Didactics of Language and Literature, research related to multilingual teaching and learning and its literature in all educational levels is welcome. Contributions related to the production of quality scientific knowledge focused on educational practices regarding reading, writing and literature which contribute to improving the world are taken into account. This approach sets out possible studies about the revision of the existing scientific production in the area, with special emphasis on the advances, innovations, contributions, obstacles and, above all, steps that need to be taken.
Such work will help us to generate an international debate on the academic production and the practices which are contributing improvements in the area of language. In so doing, we can draw pathways in the search for a better quality regarding the teaching and learning of key skills, such as reading, in order to make a better world.
In the area of Didactics of Mathematics and Sciences we will share and discuss contributions dealing both with research and with innovative teaching in the frame of the related subjects.
Regarding innovation, authors may submit results of teaching experiments focused either on curricular innovation (curriculum design, training activities, etc.) or on methodological innovation (use of ICT, PBL, flipped classroom, etc.). As for research, authors may submit works related to, e.g., the design and assessment of teaching sequences, the history and philosophy of Mathematics and Science education, the use of technological tools, the different sociocultural approaches to the teaching of Mathematics and Science, etc.
There is no restriction regarding the educative level. We welcome works as far as they show a contribution to the improvement of our environment from the school viewpoint, from kindergarten to teacher training.
In the area of Physical Education Didactics, this will be a meeting place for professionals, where they will be able to share, reflect and dialogue about educational evidence related to this curricular area.
The theme of CIMIE 2021 that will be held in Barcelona is “Educational evidences that improve the world”. The Area aims to account for practices, reflections and analysis which will constitute the educational evidence that will foster social improvement. In this context, service-learning practices, community proposals and all those socio-educational interventions that are being carried out in Physical Education in different pedagogical contexts will be welcome in this space-time of scientific and educational reflection. We are facing a new opportunity to strengthen inclusive, democratic and participatory practices from Physical Education and to describe didactic proposals that entail a contribution to social and educational transformation in the direction of greater and better quotas of social justice.
Will you join us? See you in Barcelona in July 2021.
The area of Didactics and Educational Organization is a space for scientific gathering and dialogue. We understand the educational process as an act that involves us investigatively. In CIMIE 2021 we would like to share papers that respond to the needs that education currently poses., especially seeking to overcome, from our field, the inequalities derived from the coronavirus crisis. We would like to show scientific research of greater and lesser importance, that allow us to discuss on how to prosper in educational, scientific and ethical innovation for social impact, in coherence with CIMIE21’s motto: “Educational evidence that improves the world”.
Regarding the diversity of communities and educational stages that it attends (from Early Childhood Education to Adult Education), 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, curriculum creation, educational spaces, vocational education and training, educational leadership and organizational models in higher education. Didactics and Educational Organization are understood beyond a technical vision but as the composition of living educational processes that ensure the success of all.
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.
In the area of Social Sciences Didactics we seek to create a meeting point to share and discuss the research and new contributions to teaching innovation and the improvement of education that has been developed in our area in recent years, always from the scientific evidence.
From the main theme of CIMIE 2021, “Educational evidence that improves the world”, we want to emphasize the importance of social science didactic research to achieve improvements in education for all, at all levels and in all contexts. That is why from the area we want to make visible the plurality of the area. We welcome contributions from both informal and formal educational contexts, from all levels and age groups. For this reason, we want to endorse the participation not only of academic researchers, but also encourage teachers of all levels to participate and share their experiences, as well as all educational agents who work in museum and heritage contexts, with the aim to carry out an enriching dialogue that contributes from all points of view, always from the attachment to evidence and successful practices.
The area of Research and Diagnostic Methods in Education receives communications on ongoing or completed educational studies in which special emphasis is placed on the description and explanation of the research methodologies used or aspects related to them, providing conclusions regarding their usefulness, possibilities and/or limitations. Of interest to this area are papers that focus on aspects of both quantitative and qualitative research or mixed methods.
Some of the issues that can be addressed in the papers sent to this area are: ethical limitations of research, complexity of the research process, techniques for research in specific areas or topics, category development, specific methodologies to respond to new challenges in educational research, research in interdisciplinary teams, use of specific computer research software, limitations and possibilities of quantitative and qualitative methodologies, possibilities of mixed methods, etc.
Of special interest will be those papers that, focusing on research methods, provide evidence aimed at social transformation and improvement of the world.
The area of Educational Theory constitutes a solid and scientifically based approach to education in a broad sense – from the concept of education to the different elements that configure the educational phenomenon. The research work presented should include the contributions of the most relevant pedagogical theories, particularly those that are contributing to improve the world through the obtention of educational evidence.
This area includes multiple topics raised from a theoretical approach: educational research theories, educational research methodologies, educational paradigms, information collection techniques, educational statistics, computer science applied to research, educational innovation, innovative activities, change for innovation, innovation challenges for educational research, relationship between educational research and innovation, etc.
Those works oriented to show the social impact that the theoretical development in education can achieve will be especially valued.
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 Educational History.
Educational psychology is a bridging science between education and psychology that encompasses diverse psychological phenomena and processes associated with the dynamics of teaching-learning, in the different types of education (formal, non-formal and informal), and in different levels: individual, group, family, social and cultural. The area of educational psychology invites to present communications of empirical or theoretical research, as well as psycho-educational experiences that involve different topics such as evaluation of educational processes, development, and learning; psychoeducational interventions; basic processes and learning; self-regulation and learning; motivation, emotions and learning; socio-emotional development in education; socio-emotional and school well-being; different types of bullying, crisis and intervention; school adjustment; identity and attention to vulnerable groups; teachers, perceptions and support. The communications presented are expected to take into account the social impact that the research contributes.
The area of Sociology of Education is a diverse space for scientific dialogue about sociological research with evidence of impact in the socio-educational field. This knowledge contributes to the improvement of society through more inclusive educational cultures, policies, and practices to overcome inequality of opportunities. Sociological contributions in the field of education have promoted important social transformations in very diverse contexts, such as the transformation of neighborhoods, schools, and diverse educational contexts. These transformations have resulted in changes in education policies, and mainly in the improvement of the lives of children and families throughout the world.
The Area of Sociology of Education focuses on debating around the main contributions that these social transformations have achieved through contributions from the sociological theory. This allows deepening and transferring them to very diverse social and economic contexts. Building on this, priority is given to all those contributions that demonstrate the ethical procedures that have guided their development and the active and consensual social participation in all phases of the research. In general, ethically responsible research promoting innovation from the educational field are welcomed: science at the service of society is sought.
The Economy and Education share a critically important mutual correlation. Education determines future productivity and therefore cannot ignore economic perspectives. The projection between them is not only decisive and significant but also, as the Covid-19 crisis has shown, it is also dynamic.
To all those who wish to present a paper on this fundamental topic of Economy and Education, and under the premise of the slogan of the 2021 edition, “Educational evidence that improves the world”, we suggest possible contents in the following non-exhaustive list:
Consumption, Organizational Behavior, Econometrics, Social Economy, Financial Education, Entrepreneurship, Business, Alternative Sources of Financing, Dual Training, Vocational Training, Legal Forms, Strategic Management, Globalization, Management Skills, Applied Computing, Operations Research, Marketing, Mondragon, Quantitative Methods, Economic Modeling, New Theories of Business Organization, Organization, Production, Productivity, SMEs, Human Resources, Educational System, 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 developments in the field of Economics and Education, as well as to reflect on what the central themes of our area are.
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 considers the educational phenomenon as a powerful tool at the service of improving well-being, serving all kinds of groups at any stage of their life cycle in an interdisciplinary way. From scientific research in our area, more and more contributions are generating social impact. For this reason, the objective is to continue advancing in this line. Research in Social Education has often been limited to the mere description of situations of inequality and injustice. From this area we are committed to making visible those investigations that are providing transformative perspectives on social problems. Therefore, priority will be given to those communications that go beyond diagnosis and provide real solutions that generate social impact, advance in the improvement of our social realities and in the reduction of social and educational inequality.