Teaching Social Sciences
Code: 102042Credits: 5
| Degree programme | Type | Course |
|---|---|---|
| Primary Education | OB | 3 |
Contact lecturer
- Name :
- Gustavo Gonzalez Valencia
- Email :
- gustavo.gonzalez@uab.cat
Teaching staff
- Juan Llusà Serra
- Carles Anguera Cerarols
Group languages
You can consult this information at the end of the document.
Prerequisites
It's recommended to have passed the second year subject: Teaching and learning from natural and social sciences in primary education.
Objectives
- Analyze the main concepts of social sciences and the problems teachers of social sciences in primary education have to face.
- Analyze and assess critically didactic materials of the social science subject in primary education.
- Design a teaching unit to work in the Social Sciences classroom.
Learning outcomes
- Using teaching models for working with temporality and building the geographical space in the classroom in order to create innovative didactic initiatives.
- Recognising the relevant social problems and their perspective, i.e. identifying various interpretations and their purposes, and projecting the problems and opportunities over time based on the past, present and future.
- Selecting and analysing real cases in order to teach environmental, social and economic sustainability, and to defend human rights and gender equality.
- Using social knowledge to create teaching and learning situations.
- Design teaching and learning activities around knowledge related with history and geography and other social sciences from an integrated perspective.
- Carrying out educational proposals with participatory teaching and learning methodologies in order to develop social and critical thinking.
- Identify examples from the classroom to assess the role of public and private institutions in promoting peaceful coexistence among peoples.
- Develop a competent approach based on properly relating the contents of the area of knowledge of the natural, social and cultural environment with their contributions to corresponding skills, and to critically select relevant teaching materials and resources.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Contents
- Social, historical and geographical knowledge in the classroom
- Didactical models for the construction of the geographical space in the classroom.
- Didactical models to work temporality in the classroom.
- Teaching and learning perspective from the social and relevan problems.
2. The process of teaching and learning social sciences
2.1 Teaching units in the social sciences teaching and learning.
2.2 Methodologies and strategies for the social sciences teaching and learning.
2.3 Resources, didactical materials and TIC in the teaching of social sciences.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Work groups supervised by the teacher. In reduced groups contents are work through the analysis and creation of curricular materials, problem solving, field activities and other activities. (small group) | 6 | 0.24 | |
| Teacher masterclasses about the contents and main questions of the subject. They are taken with all the group class. The main contents are given with open participation. (big group) | 25 | 1 | |
| Field work - outdoor visit and study of the social and cultural knowledge. (big group) | 7 | 0.28 | |
| Reading and innovative experiences analysis, reports, activities design and problem solving. | 62 | 2.48 | |
| Revision, supervision and evaluation of the work done through the subject (readings, writings, case studies, work field, materials design, presentation...) | 25 | 1 |
This subject has been planned by considering this:
- There will be teacher exposition to introduce the contents and the main goals of the subject
- There will be debates and discussions in reduced groups in order to analyze and elaborate assessments, studies and / or problem solving.
- Cooperative learning by the students to understand the contents and topics worked in the master classes
- Visit to a natural and / or urban space and / or cultural facilities to work the didactic resources of the social and cultural environment (compulsory)
- Utilization of digital tools for working on the PSR and the design of the teaching proposal (information search, source identification and selection, digital databases).
- Incorporation of digital inclusion into the design of the teaching proposal.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| 2.Elaboration of an evaluative and justificatory report on a didactic unit (exam). Individual activity | 35% | 0 | 0 | 1, 2, 3, 4, 6, 9 |
| 4. Outdoor visit: didactical design of a proposal, participation and attendance. Group activity. | 15% | 0 | 0 | 1, 4, 5, 6, 7, 9 |
| 3.Individual reflection on learning. Individual activity | 15% | 0 | 0 | 1, 4, 6, 8 |
| 1. Design, assessment and presentation of a teaching unit for the teaching, learning and evaluating social sciences. Group activity | 35% | 0 | 0 | 1, 2, 4, 6, 8, 9 |
Evaluation is the process established to assess the achievement of learning outcomes based on the evidence defined in the course guide.
The evaluation of the course will be carried out throughout the academic year through the proposed activities (the program provided at the beginning of the course will specify the activities and submissions to be completed).
It is essential for the student to demonstrate responsibility and rigor in independent work, actively participate in classes, show critical thinking, and exhibit behaviors that promote a friendly, positive, democratic environment where differences are respected.
This course includes activities for the development of Digital Teaching Competence.
Attendance
Attendance in face-to-face seminars is mandatory at 80% in order to participate in continuous and single assessment. The justifications sometimes presented for absences only explain the absence and are in no case an exemption from attendance. If someone cannot meet the established attendance percentage, they cannot participate in continuous and single assessment, and it will be necessary to take the final exam, provided they have submitted 66% of the evaluation activities beforehand.
Evaluation
In this course, students can choose between continuous evaluation and single evaluation.
Continous evaluation:
In this course, four evaluation activities must be completed. They will be explained and justified on the first day of class.
- Design, assessment, and presentation of a didactic unit on teaching, learning, and evaluation in social sciences. Group activity: 35%
- Elaboration of an evaluative and justificatory report on a didactic unit (exam). Individual activity: 35%
- Individual reflection on learning. Individual activity: 15%
- Field trip: design of a didactic proposal, participation, and attendance. Groupactivity: 15%
It is a requirement to obtain positive final grade for the subject to pass activities 1 and 2. If these two activities are passed, an average will be calculated with the grades of the other activities. The maximum grade (in the recovery) that can be obtained is a 5 out of 10.
Single Evaluation:
This course offers a single evaluation option.
The single evaluation must be requested within the deadlines and according to the mechanisms established by the Faculty of Education Sciences (refer to the faculty's website).
The course includes four evaluation activities that must be completed. They will be explained and justified on the first day of class.Students opting for single evaluation will complete all evaluation activities individually.
The evaluation activities are:
- Design, assessment, and presentation of a didactic unit on teaching, learning, and evaluation in social sciences. Individual activity: 35%
- Elaboration of an evaluative and justificatory report on a didactic unit (exam). Individual activity: 35%
- Individual reflection on learning. Individual activity: 15%
- Field trip: design of a didactic proposal, participation, and attendance. single activity: 15%
Recovery is not possible for activity 1.
It is a requirement to pass activities 1 and 2 in order to approve the subject. The maximum grade that can be obtained in the recovery exam is 5 out of 10.
The deadline for submission will be the same as the continuous assessment, which will be presented at the beginning of the course. Presentation activity 1 and field trip (activity 4) will be schedulle by the professor in each group.
Exam dates (continous and single evaluation):
Groups 21, 41, and 71: May 12nd
Group 31: May 10th
Recovery exam dates (continous and single evaluation):
Groups 21, 41, and 71: June 16th
Group 31: June 21st
Obervations
In this course, the use of artificial intelligence (AI) technologiesis permitted as an integral part of the development of coursework, provided that the final outcome demonstrates a significant contribution from the student in terms of personal analysis and reflection. Students must clearly identify which parts have been generated using such technologies, specify the tools employed, and include a critical reflection on how these tools have influenced both the process and the final result of the activity. Failure to disclose the use of AI will be considered a breach of academic integrity and may result in a grade penalty for the activity (will lead to a score of 0).
Bibliography
Compulsory Bibliography:
Anguera Cerarols, C. (2016). Rueda de futuros. Iber: Didáctica de las ciencias sociales, geografía e historia, (82), 77–78.
Audigier, F. (1993). Pensar la geografia escolar. Un repte per a la didàctica. Documents d’Anàlisi Geogràfica, 21: 15-33.
Batllori, R. (2002). La escala de análisis: un tema central en didáctica de la Geografía. Íber, 32: 6-18.
Canals Cabau, R. (2018). L’ensenyament i l’aprenentatge de les ciències socials avui: un enfocament disciplinari o a partir de problemes? Revista Catalana de Pedagogia, (13), 63–87.
Castellví Mata, J., Tosar Bacarizo, B., & Andreu, M. (2020). La lectura crítica de los medios digitales. Iber: Didáctica de las ciencias sociales, geografía e historia, (99), 7–14.
Council Of Europe. (2018). Reference framework of competences for democratic culture. Volume 1. Context, concepts and model. Council of Europe. Council of Europe: Strasbourg
Council Of Europe. (2018). Reference framework of competences for democratic culture. Volume 2. Descriptors of Competences for Democratic Culture. Council of Europe: Strasbourg
Council Of Europe. (2018). Reference framework of competences for democratic culture. Volume 3. Guidance for Implementation. Council of Europe: Strasbourg
Cooper, H. (2002). Didáctica de la historia en la educación infantil y primaria. Madrid: Morata.
Benejam, P. (2003). Los objetivos de las salidas. Íber 36, 7-12.
González, G. & Gutiérrez, M (2018). Pensamiento crítico. Perspectiva Escolar. No 398. Pag. 5-7
González-Valencia, G. & Gutiérrez Giraldo, M. (2020). Memoria histórica y desarrollo del pensamiento social. Universidad Tecnológica de Pereira.
Laurin, S. (2001). Éduquer à la pensée en géographie scolaire : cerner ce quelque chose de fondamental. Gohier, C.; Laurin, S. (dir.), Entre culture, compétence et contenu : la formation fondamentale, un espace à redéfinir. Québec, Les Éditions Logiques, 195-229.
Oller, M. (1999). Trabajar problemas sociales en el aula, una alternativa a la transversalidad. García Santamaría, T. (coord.). Un currículum de Ciencias Sociales para el siglo XXI. La Rioja: Universidad de La Rioja / Asociación Universitaria del Profesorado de Didáctica de las Ciencias Sociales, 123-129.
Ortega, D. & Pagès, J. (2017). Literacidad crítica, invisibilidad social y género en la formación del profesorado de Educación Primaria. REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales, 1, 102-117.
Pagès, J.& Santisteban, A. (2010). La enseñanza y el aprendizaje del tiempo histórico en la educación primaria. Caderno Cedes (Centro deEstudos Educação e Sociedade), vol. 30, 82, 281-309. Monográfico: “Educar para a compreensão do tempo”.Campinas - Brasil.
Santisteban, A.; Pagès, J. (2006). La enseñanza de la historia en educación primaria. Casas, M.; Tomàs, C. (coord.). Educación primaria. Orientaciones y recursos. Madrid: Praxis. 468/129-468/160.
Santisteban, A. (2024). Los temas controvertidos en la educación para la ciudadanía democrática. Iber: Didáctica de las ciencias sociales, geografía e historia, (115), 8–13
Santisteban, A & Pages, J. (2011)Didáctica del conocimiento del medio social y cultural en la educación primaria. Ciencia Sociales para comprender, pensar y actuar. Madrid: Ed. Síntesis.
Souto, X. M. (1998): Didáctica de la geografía. Problemas sociales y conocimiento del medio. Barcelona: Ediciones del Serbal.
Tosar, B. (2018). Literacidad crítica y enseñanza de las ciencias sociales en primaria: “profe, las bolsas de plástico no son medusas”. REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales, (2), 4–19.
Recommended Bibliography
Audigier, F.; Tutiaux-Guillon, N. (dirs.) (2004). Regards sur l’histoire, la géographie et l’éducation civique à l’école élémentaire. París: INRP.
Bale, J. (1989). Didáctica de la geografía en la escuela primaria, Madrid: MEC/Morata.
Benejam, P. (2014). Quina educació volem? Barcelona: Rosa Sensat.
Fernández, V. & Gurevich, R. (coord.) (2007): Geografía. Nuevos temas, nuevas preguntas. Un temario para su enseñanza. Buenos Aires. Biblos.
Ferras, R., Clary, M., (1987). Cartes et modèles à l´école. Montpellier: GIP Reclus.
Ferro, M. (1990). Cómo se cuenta la historia a los niños en el mundo entero. México: Fondo de Cultura Económica.
Giolitto, P. (1992). Enseigner la géographie à l’école. París: Hachette Éducation.
Girardet, H. (2001). Insegnare storia. Risorse e contesti per i primi apprendimenti. Firenze: La Nuova Italia.
Sant, E., davies, I., pashby, K. & shultz, L. (2018) Global Citizenship Education: A Critical Introduction to Key Concepts and Debates, London: Bloomsbury
Stow, W. & Haydn, T. (2000). Issues in the teaching of chronology, en Arthur, J. & Phillips, R. (ed.): Issues in History Teaching, 83-97. London: Routledge.
Subirats, M.; Tomé, A. & Solsona, N. (2019). Coeducar: posar la vida al centre de l'educació.Barcelona: Graó
Tann, C. S. (1990). Diseño y desarrollo de unidades didácticas en la escuela primaria. Madrid: MEC/Morata.
Thémines, J-F. (2006). Enseigner la géographie: un metier qui s’apprend. París: Hachette Éducation.
Tomé, A. & Tonucci, F. (2013).Amb ulls de nena. Bracelona: Graó
Wood, L. & Holden, C. (2007). Ensenyar història als més petits. Manresa: Zenobita.
Software
-None
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 21 | Catalan | second semester | morning-mixed |
| (TE) Theory | 31 | Catalan | second semester | morning-mixed |
| (TE) Theory | 41 | Catalan | second semester | afternoon |
| (TE) Theory | 71 | English | second semester | afternoon |
| (SEM) Seminars | 211 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 212 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 311 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 312 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 411 | Catalan | second semester | afternoon |
| (SEM) Seminars | 412 | Catalan | second semester | afternoon |
| (SEM) Seminars | 711 | English | second semester | afternoon |
| (SEM) Seminars | 712 | English | second semester | afternoon |