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.
The Center Linguistic Project and Plurilingualism and Didactics of Social Sciences subjects make a joint project. It is recommended to enroll these subjects in the same course and group.
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
- The Center Linguistic Project and Plurilingualism and Didactics of Social Sciences subjects make a joint project. It is recommended to enroll these subjects in the same course and group.
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.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Field work - outdoor visit and study of the social and cultural knowledge. (big group) | 7 | 0.28 | 2, 1, 7, 8 |
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 | 4, 5, 6 |
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 | 3, 5, 6 |
Type: Supervised | |||
Revision, supervision and evaluation of the work done through the subject (readings, writings, case studies, work field, materials design, presentation...) | 25 | 1 | 3, 5, 7, 8 |
Type: Autonomous | |||
Reading and innovative experiences analysis, reports, activities design and problem solving. | 62 | 2.48 | 3, 4, 2, 1, 5, 6, 7, 8 |
- 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 and Oral presentations during two last course weeks
- Dates evaluation activities: Evaluative and justifying report of a didactic unit: June 14, groups 21, 41 and 71, June 16, group 31. Oral presentations: June 21, groups 21, 41 and 71, June 23, group 31.
- Second chance exam only by evaluative and justifying report of a didactic unit. Recoveries: June 28 group 21, 41 and 71, June 30, 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 | 3, 4, 5, 6 |
2. Writing of an assessing and justifying report of a teaching unit. Individual activity. | 35% | 0 | 0 | 2, 1, 7, 8 |
3. Learning reflection. Invidual activity | 15% | 0 | 0 | 3, 4, 2, 1, 5, 7, 8, 9 |
4. Outdoor visit: didactical design of a proposal, participation and attendance. Group activity. | 15% | 0 | 0 | 3, 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.
Council Of Europe. (2018). Reference framework of competences for democratic culture. Volume 1. Context, concepts and model. Council of Europe. Council of Europe: Strasbourg
Bibliografia recomendada
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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.
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.
Fernández, V. & Gurevich, R. (coord.) (2007): Geografía. Nuevos temas, nuevas preguntas. Un temario para su enseñanza. Buenos Aires. Biblos.
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González, G. & Gutiérrez, M (2018). Pensamiento crítico. Perspectiva Escolar. No 398. Pag. 5-7
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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.
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Tomé, A. & Tonucci, F. (2013).Amb ulls de nena.Bracelona: Graó
Wood, L. & Holden, C. (2007). Ensenyar història als més petits. Manresa: Zenobita.
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