Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 3 | 2 |
It's recommended to have passed the second year subject: Teaching and learning from natural and social sciences in primary education.
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.
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.
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
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Field work - outdoor visit and study of the social and cultural knowledge. (big group) | 7 | 0.28 | 3, 1, 8, 9 |
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 | 5, 6, 7 |
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 | 4, 6, 7 |
Type: Supervised | |||
Revision, supervision and evaluation of the work done through the subject (readings, writings, case studies, work field, materials design, presentation...) | 25 | 1 | 4, 6, 8, 9 |
Type: Autonomous | |||
Reading and innovative experiences analysis, reports, activities design and problem solving. | 62 | 2.48 | 4, 5, 3, 1, 6, 7, 8, 9 |
- Class attendance is compulsory: students must attend a minimum of 80%, otherwise it will be considered as "not attended".
- To have a positive final mark, activities 1 and 2 must be passed.
- In the last session a learning folder must be delivered with all the evaluation activities and an index.
- Total and partial plagiarism in on of the evaluation activities, or copying in an evaluation will fail the subject directly.
- To pass the subject, the students must show in the activities proposed, a good communicative skill (oral and written), and a good use of the language (catalan or english)
- Dates evaluation activities: Teaching unit report: June 10 groups 41 i 71, June 11 group June 31 and 16 group 21. Oral presentations: June 17 groups 41 and 71, June 18 group June 31 and 9 group 21. Remedial activity: 30 June group 21, July 1 groups 41 and 71 and Juny 25 group 31.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
1. Design, assessment and presentation of a teaching unit for the teaching, learning and evaluating social sciences. Group activity | 35% | 0 | 0 | 2, 4, 5, 6, 7 |
2. Writing of an assessing and justifying report of a teaching unit. Individual activity. | 35% | 0 | 0 | 3, 1, 8, 9 |
3. Learning reflection. Invidual activity | 15% | 0 | 0 | 4, 5, 3, 1, 6, 8, 9 |
4. Outdoor visit: didactical design of a proposal, participation and attendance. Group activity. | 15% | 0 | 0 | 4, 1 |
Compulsory:
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.
Recommended:
AUDIGIER, F. (1993). Pensar la geografia escolar. Un repte per a la didàctica. Documents d'Anàlisi Geogràfica, 21: 15-33.
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.
BATLLORI, R. (2002). La escala de análisis: un tema central en didáctica de la Geografía. Íber, 32: 6-18.
BENEJAM, P. (2003). Los objetivos de las salidas. Íber 36, 7-12.
BENEJAM, P. (2014). Quina educació volem? Barcelona: Rosa Sensat.
COOPER, H. (2002). Didáctica de la historia en la educación infantil y primaria. Madrid: Morata.
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.
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 de Estudos 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.
SOUTO, X. M. (1998): Didáctica de la geografía. Problemas sociales y conocimiento del medio. Barcelona: Ediciones del Serbal.
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.
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.