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2021/2022

Research into the Teaching of Historical Time, Geographical Space and the Formation of Social Thought

Code: 43205 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Neus González Monfort
Email:
Neus.Gonzalez@uab.cat

Use of Languages

Principal working language:
catalan (cat)

Teachers

Antoni Santisteban Fernández
Gustavo Gonzalez Valencia
Juan Llusa Serra
Neus González Monfort

Prerequisites

No

Objectives and Contextualisation

-       Analyzing the different aspects of the formation of historical thinking: historical consciousness and temporality, historical imagination and empathy, and interpretation of the sources.

-       Analyzing the different aspects of the formation of geographical thinking: space construction, landscape, territory and identities.

-       Assessing the contributions of research in historical time and geographical space to citizenship education.

-       Analyzing the role of the media and the ICT in the formation of social thinking.

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Analyse the origin and development of social, geographical, and historical knowledge and look more closely at different teaching models for social science as a suport for innovation.
  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in teams and with teams in the same or interdisciplinary fields.

Learning Outcomes

  1. Analyse data quantitatively or qualitatively.
  2. Analyse theoretical reference frameworks to establish which ones orientate research.
  3. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  4. Construct and validate instruments.
  5. Continue the learning process, to a large extent autonomously.
  6. Decide on the appropriate tools for analysis according to the nature of the data.
  7. Defend the research carried out orally, using the appropriate technology.
  8. Design strategies for collecting information.
  9. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  10. Find and analyse the theoretical references that allow different aspects of training in historical thinking, such as historical awareness and temporality, historical imagination and empathy and the interpretation of sources.
  11. Identify problems related to historical, geographical and social thinking in practice.
  12. Identify problems related to the construction of geographical, historical and social thought and evaluate the methodological approaches that allow for their solution.
  13. Identify the epistemological principles of teaching social science, geography and history and describe the specific structure of the content taught.
  14. Identify theoretical references and evaluate their appropriateness for problems related to historical, geographical and social thought.
  15. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  16. Interpret historical sources as an instrument for training in historical and social thought.
  17. Interpret the different aspects being researched in the process of teaching and learning social, geographical and historical information in different teaching models.
  18. Judge the importance and theoretical and social pertinence of a research problem related to historical, geographical and social thought.
  19. Prepare the research report according to the structure of formal protocols.
  20. Produce conclusions taking into reference the research objectives and questions and the theoretical references.
  21. Recognise the construct of space as a coordinate and as a social concept.
  22. Relate results in accordance with their origin (sources and instruments).
  23. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  24. Understand the data that contribute to research into readings of the landscape and its complexity.
  25. Understand the main aspects in research into the construction of historical, geographical and social thought and analyse them as objects of research.
  26. Understand the research perspectives on training in critical and creative thought in social science teaching.
  27. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  28. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  29. Work in teams and with teams in the same or interdisciplinary fields.
  30. Write scientific summaries to be presented to different audiences.

Content

-       Historical consciousness, narration and temporality. Relationships past-present-future. From tales to historical narrative.

-       Historical imagination and empathy. Interpretation of historical sources.

-       Space as a social concept and as a coordinate. Local and global space, and sustainability.

-       Reading the landscape, diversity and complexity. Interpretation of the territory and construction of identities.

-       Formation of critical and creative thinking. The role of the media and the ICT in temporality, space and social thinking.

-  The Critical Literacy in the social studies

Methodology

TEACHING METHODOLOGY AND TRAINING ACTIVITIES:

- Lectures by the teacher.

- Reading articles and documentaries.

- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.
- Tutorials.

Guided activities


- Lectures by the teacher.
- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.

Supervised activities

 -       Tutorials.

 Individual activities

 Reading articles and documentaries.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Tutorials 0 0 10, 25, 24, 26, 9, 6, 13, 11, 12, 14, 17, 21, 22
Type: Supervised      
Classroom practice: solving problems/cases/exercises 0 0 1, 4, 24, 7, 9, 6, 8, 20, 11, 12, 27, 16, 18, 21, 26, 30, 22, 29
Type: Autonomous      
Reading articles and documentaries. 0 0 1, 4, 6, 8, 20, 27, 17, 16, 18, 30, 22, 29

Assessment

Attendance to class is compulsory.

Students must attend a minimum of 80% of the classes.

To pass the module it is necessary to approve the evaluation activities of the three blocks.

The works will be delivered one week after the end of each block

The marks for each paper or the exam will be available within 1 month after their submission.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Case studies and oral presentation. 15-20% 25 1 1, 4, 24, 7, 9, 6, 8, 20, 12, 27, 17, 16, 18, 15, 23, 3, 5, 22, 29
Class attendance and participation in discussions. 10-15% 20 0.8 10, 7, 9, 8, 20, 11, 12, 27, 16, 18, 15, 23, 3, 30, 29
Critical analysis of bibliography or research. 20-25% 35 1.4 2, 10, 25, 24, 26, 8, 20, 13, 11, 12, 14, 27, 17, 16, 18, 15, 3, 21, 30, 28
Report/individual work module. 45-50% 70 2.8 1, 2, 10, 4, 7, 9, 6, 8, 20, 19, 13, 11, 12, 14, 27, 17, 16, 18, 15, 23, 3, 5, 21, 30, 22

Bibliography

Geographical education

BATLLORI, R. (2002) “La escala de análisis: un tema central en didáctica de la geografía”, Íber, Nº 32, pp. 6-19

BENEJAM, P. (2005), Quins continguts rellevants de geografia convé que aprenguin els alumnes de l’etapa de secundària obligatòria?, Conferencia dentro del grupo GRICSO, Rosa Sensat, 9 de marzo de 2005

BENNETS, T. (2005), Progressism in geographical understanding, en: International Research in Geographical and Environmental Education, 14(2), pp. 112-132.

CAPEL, H. (2010) Geografía en red a comienzos del tercer milenio: para una ciencia solidaria y en colaboración, en: Scripta Nova, revista electrónica de Geografía y Ciencias sociales, Vol. XIV, Nº 313, febrer de 2010 (Publicación en línea)  http://www.ub.es/geocrit/sn/sn-313.htm (Última consulta: 28 de enero de 2010)

COMES, P (2002), “De la observación espacial a la implicación social: Rastres, un ejemple de aplicación didáctica multimedia”, Íber, Nº32, pp. 96-106

COMES, P. y CUCURELLA, S. (2001), La Geografía escolar, entre las nuevas tecnologías y la educación ciudadana, en: MARRÓN (Coord.) (2001) La Formación Geográfica de los Ciudadanos en el cambio de Milenio, Asociación de Geógrafos españoles, Universidad Complutense de Madrid, pp. 145-154

FIEN, J. (2005), Teaching and learning geography in the UN decade of education for sustainable development, a: Geographical Education,18, pp 6-10.

GARDNER, R. y LAMBERT, D. (2006) Futuring Geographers: The role of the subject organisations, a: Geography, Vol. 91 (2) pp. 159-170. 

HUCKLE, J. (2002) Reconstructing nature: Towards a geographycal education for sustainable development, Geography, 87 (1), pp. 64-72

IGU-CGE (INTERNATIONAL GEOGRAPHICAL UNION-COMMISSION ON GEOGRAPHICAL EDUCATION) (2006), The International Charter on Geographical Education, First Draft, Revised 2006 Edition (ver: http://igu-cge.tamu.edu/cgecharter2005.pdf)

JOHNSTON, R. J. , TAYLOR, P. J. i WATTS, M. J. (2002), Geographies of global change. Remapping the World. Blackwell Publishing, Oxford.

MCKEOWN, R. (2002), Manual de Educación para el Desarrollo Sostenible, Centro para la Geografía y la Educación Ambiental, Universidad de Tennessee, Tennessee, (ver:http://www.edstoolkit.org)

MÉRENNE-SCHOUMAKER, B. (2006), La enseñanza de la geografía, en: HIERNAUX, D. y LINDÓN, A. (Dir.) (2006), Tratado de Geografía Humana, Editorial Anthropos, Universidad Autónoma Metropolitana-Iztapalapa, México, pp 628-643.

MORGAN, J. i LAMBERT, D. (2005), Geography. Teaching school subjects 11-19, Routledge, London

NOVO, M. (2006), El desarrollo sostenible. Su dimensión ambiental y educativa, Pearson Educación, Madrid

ROMERO MORANTE, J. y LUIS GÓMEZ, A. (2008) “El conocimiento socio-geográfico en la escuela: las tensiones inherentes a la transmisión institucionalizada de cultura y los dilemas de la educación para la democracia en este mundo globalizado”, Scripta Nova. Revista Electrónica de Geografía y Ciencias Sociales. Barcelona: Universidad de Barcelona, 1 d’agosto de 2008, vol. XII, N. 270 (123). (ver: http://www.ub.es/geocrit/sn/sn-270/sn-270-123.htm)

SOUTO, X. M. (1999), Didáctica de  la Geografía. Problemas sociales y conocimiento del medio. Ediciones del Serbal, Barcelona.

TANI, S. (2004), Curriculum reform and primary geography in Finland. A gap between theory and practice, en: International Research in Geographical and Environmental Education, 13 (1),pp 6-20.

VILARRASA, A. (2002), “El medio del ciudadano del siglo XXI, Íber, Nº32, pp. 41-49

Historical education

BARTON, K. C. (2008). Research on students’ ideas about history. Levstik, L. S.; Tyson, C. A. (eds.). Handbook of Research in Social Education. New York: Routledge. 239-257.

GÉrin-Grataloup, a-m.; Tutiaux-Guillon, n. (2001). La recherche en didactique de l’histoire et de la géographie depuis 1986, essai d’analyse. Tutiaux-Guillon, N. (coord.). 15 ans de recherche en didactique de l’Histoire-Géographie. Monogràfic de Perspectives Documentaires en Éducation, 53. INRP.

GONZÁLEZ MONFORT, N.; HENRÍQUEZ, R.; PAGÈS, J. SANTISTEBAN, A.; (2010). Empatía histórica para un presente cambiante. La enseñanza y el aprendizaje de la comprensión histórica a través de una experiencia didáctica. Pagès, J. González Monfort, N. (coord.),  La construcción de les identitats i l’ensenyament de les Ciències Socials, de la Geografia i de la Història, Barcelona: Serei de Publicacions de la UAB, 145-157.

LAUTIER, N.; ALLIEU-MARY, N. (2008). La didactique de l’histoire. Revue Française de Pédagogie, 162, 95-131.

MARTINEAU, R. (2002). La pensée historique... une alternative ré-flexive précieuse pour l’éducation du citoyen, en Pallascio, R.; La-fortune, L. Pour une pensée réflexive en éducation, 281-309. Québec: Presses de l’Université du Québec.

Martineau, r. ; DÉRY, Ch. (2002). À la recherche de modèles transposés de raisonnement historique. Les modulations de la pensée en classe d’histoire. Traces, Vol. 40, 4, 10-25.

MATTOZZI, I. (2002). Presentazione per il docente. La formazione del pensiero temporale negli adolescenti. Perillo, E. (a cura di). La storia. Istruzione per l’uso. Materiali per la formazione de competenze temporali degli studenti. Napoli: Tecnodid. 9-22.

PAGÈS, J.; GONZÁLEZ, P. (2009). Història, memòria i ensenyament de la història: perspectives europees i llatinoamericanes. Barcelona: Servei de Publicacions UAB.

Pagès, J. (1999). El tiempo histórico: ¿Qué sabemos sobre su enseñanza y su aprendizaje? Análisis y valoración de los resultados de algunas investigaciones. AAVV: Aspectos didácticos de Ciencias Sociales. 13. Zaragoza: ICE-Universidad de Zaragoza. 241-278.

Pagès, J.; Santisteban, A. (1999). La enseñanza del tiempo histórico: una propuesta para superar viejos problemas, en AUPDCS. Un currículum de Ciencias Sociales para el siglo XXI. Qué contenidos y para qué, 187-207. Sevilla: Díada.

PAGÈS, J.; SANTISTEBAN, A. (2008). Cambios y Continuidades: aprender la temporalidad histórica. JARA, M.A. (coord.). Enseñanza de la Historia. Debates y Propuestas. Editorial de la Universidad Nacional del Comahue. Neuquén (Argentina).

PLÁ, S. (2005). Aprender a pensar históricamente. La escritura de la historia en el bachillerato. México: Plaza y Valdés.

RÜSEN, J. (2007). Memory, history and the quest for the future. In CAJANI, L.(ed.):  History Teaching, Identities and Citizenship. European Issues in Children’s Identity and Citizenship, 7. CiCe. Stoke on Trent. Trentham Books, 13-34.

SANTISTEBAN, A. (1999). Aprender el tiempo histórico: deconstruir para reconstruir. Historiar, 1: 141-150.

Santisteban, A. (2006). Une proposition conceptuelle pour la recherche et l’enseignement du temps historique, Le Cartable de Clio, 6: 77-90.

SANTISTEBAN, A. (2007). Una investigación sobre cómo se aprende a enseñar el tiempo histórico. Enseñanza de las Ciencias Sociales, 6, 19-29.

Santisteban, A.; Pagès, J. (2006). La enseñanza de la historia en la educación primaria. En Casas, M. y Tomàs, C. (coord.) Educación Primaria. Orientaciones y Recursos, 468/129-468/160. Barcelona: Wolters Kluwer Educación.

Santisteban, A.; Pagès, J. (2011). Enseñar y aprender el tiempo histórico. Santisteban, A. y Pagès, J. (coords.). Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria. Ciencias Sociales para comprender, pensar y actuar. Madrid: Síntesis, 209-227.

SANTISTEBAN, A.; GONZÁLEZ, N.; PAGÈS, J. (2010). Una investigación sobre la formación del pensamiento histórico. Ávila, R.M.; Rivero, P.; Domínguez, P.L. (Coords.). Metodología de investigación en Didáctica de las Ciencias Sociales. Zaragoza: Institución Fernando el Católico. Diputación de Zaragoza/ AUPDCS.

WILSON, S.M. (2001). Research on History Teaching. Richardson, V. (ed.). Handbook Of Research On Teaching. 4th ed. Washington: American Educational Research Association. 527-544.

Critical Thinking

BOISVERT, J. (2004). La Formación del Pensamiento Crítico: Teoría y Práctica. México: Fondo de Cultura Económica.

Boix-MANSILLA, V.; Gardner, H. (1999). ¿Cuáles son las cualidades de la comprensión? Stone, M. (comp.) (1999), La Enseñanza para la Comprensión. Vinculación entre la investigación y la práctica. Barcelona: Paidós, 215-256.

DALONGEVILLE (2003). Noción y práctica de la situación-problema en historia. Enseñanza de las Ciencias Sociales, 2, 3-12.

DELEON, A., & ROSS, E. W. (Eds.). (2010). Critical theories, radical pedagogies, and social education: New perspectives for social studies education. Rotterdam: Sense Publishers.

DEWEY, J. (2002). Cómo pensamos: Nueva exposición de la relación entre pensamiento y proceso educativo. Barcelona: Paidós. (ed. 1910).

DHOND, H. (1994). Critical Thinking: Research Perspective for Social Studies Teacher. Canadian Social Studies, Vol. 28 (4).

EVANS, R. W. (2011) La naturalesa tràgica de la reforma escolar nord americana. El cas dels estudis socials. Pagès, J.; Santisteban, A. (coords.)  (2011). Les qüestions socialment vives i l’ensenyament de les ciències socials. Barcelona : Servei de Publicacions de la Universitat Autònoma de Barcelona. Col. Documents, 13-23.

EVANS, R. W.; NEWMANN, F.M.; SAXE, D.W. (1996). Defining Issues-Centered Education. Evans, R.W./Saxe, D. W. (ed.). Handbook On Teaching Social Issues. Washington: National Council for the Social Studies (NCSS), 2-5.

GONZÁLEZ MONFORT, N. y SANTISTEBAN, A. (2011). Cómo enseñar ciencias sociales para favorecer el desarrollo de las competencias básicas. Aula de Innovación Educativa, 198, 41-47.

GUTIERREZ GIRALDO, M.C. (2011). Pensamiento reflexivo en la enseñanza y el aprendizaje de las Ciencias Sociales.Uni-Pluriversidad, 11 (2), 83-92.

HESS, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.

HUBER, M. (2004). La situación problema como facilitador de la actividad del profesor de historia. Enseñanza de lasCienciasSociales, 3, 29-38.

KUBEY, R. (2010). Media Literacy and Communication Rights: Ethical Individualism in the New Media Environment. Gazette, 72: 323-338.

LE ROUX, A. (coord.) (2004). Enseigner l’histoire-géographie par le problème? Paris: L’Harmattan

LEGARDEZ, A. (2003). L’enseignement des questions sociales et historiques, socialement vives. Le cartable de Clio nº 3, 245-253.

PAGÈS, J. (1997). La formación del pensamiento social. Benejam, P. y Pagès, J., Enseñar y aprender ciencias sociales, geografía e historia. Barcelona: Horsori, 151-168.

PAGÈS, J.; SANTISTEBAN, A. (coords.)  (2011). Les qüestions socialment vives i l’ensenyament de les ciències socials. Barcelona: Servei de Publicacions de la Universitat Autònoma de Barcelona. Col. Documents, 97.

PIPKIN, D. (coord.) (1999). Pensar lo social. Argentina: Ediciones La Crujía.

SANTISTEBAN, A. (2004). Formación de la Ciudadanía y educación política. Vera, M.I. y Pérez, D. La Formación de la ciudadanía: Las TICs y los nuevos problemas, Alicante: Universidad de Alicante / AUPDCS, 377-388.

SANTISTEBAN, A. (2011). La formación del pensamiento social y el desarrollo de las capacidades para pensarla sociedad. Santisteban, A. y Pagès, J. (coords.), Didáctica del Conocimiento del Medio Social y Cultural, Madrid, Síntesis, 65-84.

SIEGEL H. (1988). Educating Reason: Racionality, Critical Thinkingand Education. New York: Routledge.

WARING, S.M.; ROBINSON, K.S. (2010). Developing Critical and Historical Thinking Skills in Middle Grades Social Studies. Middle School Journal, vol.42, 1, 22-28.

Software

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