Issue 375

Monographic section

HERITAGE EDUCATION: EPISTEMOLOGY, MODELS AND RESEARCH

• Conflictive heritages, civic competence and professional training in primary education
  • Andrés Domínguez Almansa, Ramón López Facal
  • DOI: 10.4438/1988-592X-RE-2016-375-336

• Inclusive Heritage education in SHEO: a prospective study
  • Sofía Marín-Cepeda, Silvia García-Ceballos, Naiara Vicent, Iratxe Gillat, Carmen Gómez-Redondo
  • DOI: 10.4438/1988-592X-RE-2016-375-337

• Heritage, education, identity and citizenship. Teachers and textbooks in compulsory education
  • José María Cuenca-López, Jesús Estepa-Giménez, Myriam José Martín Cáceres
  • DOI: 10.4438/1988-592X-RE-2016-375-338

• Visual Thinking Strategies from the perspectives of museum educators’: a SWOT analysis of the method’s practical implementation
  • Myriam González-Sanz, Maria Feliu-Torruella, Gemma Cardona-Gómez
  • DOI: 10.4438/1988-592X-RE-2016-375-339

• Research on Heritage Education. Evolution and Current State Through analysis of High Impact Indicators
  • Olaia Fontal, Alex Ibañez-Etxeberria
  • DOI: 10.4438/1988-592X-RE-2016-375-340

• From postmedievality to postmodernity
  • Michel Maffesoli
  • DOI: 10.4438/1988-592X-RE-2016-375-342

Articles not belonging to the monographic section

• CDI tests in the Community of Madrid: a spatial analysis of the results
  • Francisco Aguilera Benavente, Mirian Checa Romero. Marta Catalá Bustos
  • DOI: 10.4438/1988-592X-RE-2016-375-341
• Instructional support system for teaching number sense
  • Estíbaliz Aragón Estíbaliz Aragón Mendizábal, Manuel Aguilar Villagrán, José Ignacio Navarro Guzmán
  • DOI: 10.4438/1988-592X-RE-2016-375-333
• The relationship between cognitive and non-cognitive skills
  • José Manuel Cordero Ferrera, Manuel Muñiz Pérez, Rosa Simancas Rodríguez
  • DOI: 10.4438/1988-592X-RE-2016-375-334
• Teaching historical competency in the digital society
  • Enrique Gudín de la Lama, Isabel Lasala Navarro, Diego Iturriaga Barco
  • DOI: 10.4438/1988-592X-RE-2016-375-335