Areas & Responsibles

Didactics of Music Education

thumbnail_Eli (1)

Elizabeth Carrascosa Martínez

Universitat de València

elizabeth.carrascosa@uv.es

irene (1)

Irene Martínez Cantero

Conservatorio Superior de Música de Pilar de la Horadada
irenemc2000@yahoo.com

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 us down: thinking about the 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-709x1024 (1)

Miriam Martínez Villar

Universitat Jaume I
villarm@uji.es

Garazi (1)

Garazi López de Aguileta

University of Wisconsin-Madison
lopezdeaguil@wisc.edu

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.

Didactics of Mathematics and Science

Foto (1)

Adrián Mota Babiloni

Universidad Jaime I
mota@uji.es

Foto_Oller (1)

Antonio M. Oller Marcén

CUD Zaragoza
oller@unizar.es

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.

Didactics of Physhical Education Teaching

Foto para CIMIE 2021 Alberto Moreno (1)

Alberto Moreno Doña

Universidad de Valparaíso, Chile
alberto.moreno@uv.cl

Patricia_Minguez-Alfaro

Patricia Mínguez Alfaro

Universidad de Valencia
Patri.min.al@hotmail.com

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.

Didactics and Educational Organization

thumbnail_20200126_034613

Isabel María Fernández García

Universidad de Málaga
ifergar@uma.es

guillermo (1)

Guillermo Legorburo Torres

UNED
glegorbur3@alumno.uned.es

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.

Didactics of Plastic and Visual Arts

IMG_6056-2-768x1024 (1)

Sonia Fernández Gonález

Universidad de Oviedo
fernandezsonia@uniovi.es

unnamed (1)

Inés Fombella Coto

Universidad de Oviedo
fombellaines@uniovi.es

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

Sin título1

Aitor González Gómez

Universitat Rovira i Virgili
aitor.gomez@urv.cat

Sin título

Raúl A. Barba-Martín

Universidad de Valladolid
raulalberto.barba@uva.es

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.

Educational Theory

14 (2) (1)

Maria Del Mar Ramis-Salas

Universitat de Barcelona
mimarramis@ub.edu

Lars (1)

Lars Bonell

Centro Universitario La Salle
larsbonell@lasallecampus.es

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

Sin-título

Raquel Cercós Raichs

Universitat de Barcelona
rcercos@ub.edu

Pau Lluch Alemany

Universitat de València
pablo.lluch@uv.es

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.

Psychology of Education

Rangel (1)

Gabriela A. Rangel Rodríguez

Universitat Autònoma de Barcelona
gabrielaalejandra.rangel@e-campus.uab.cat

Jorge Manuel Dueñas Rada

Universitat Rovira i Virgili
jorgemanuel.duenas@urv.cat

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.

Sociology

clone tag: -8714306302327470196

Elisabeth Torras Gómez

Universitat de Barcelona
etorras@ub.edu

v0qpk7Un_400x400

Mar Joanpere Foraster

Universitat Rovira i Virgili
mar.joanpere@urv.cat

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

17-8-17-Photo

José Solana Ibáñez

Centro Universitario de la Defensa de San Javier
jose.solana@cud.upct.es

Manuel-Caravaca-2 (1)

Manuel Caravaca Garratón

Centro Universitario de la Defensa de San Javier
manuel.caravaca@cud.upct.es

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

Regina

Regina Gairal Casadó

Universitat Rovira i Virgili
regina.gairal@urv.cat

diana-valero150px

Diana Valero

Universidad de Nebrija
dvalero@nebrija.es

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

Sara Gómez Cuevas

Universidad de Barcelona
sara.gomez@ub.edu

esteban tejada

Esteban Tejada Fernández

Universidad Complutense de Madrid.
estebant@ucm.es

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.